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By  PRES.  WILLIAM  H.  SALLMON. 


Studies  in  the  Life  of  Jesus.  (Fourteenth  thousand.) 
Twenty-five  studies,  with  special  maps,  bibli- 
ography and  suggestions  to  leaders.  Paper,  25 
cents;  cloth,  40  cents. 

Studies  in  the  Parables  of  Jesus.  (Eleventh  thou- 
sand.) Fifteen  studies  of  parables  recorded  by 
Matthew,  with  table,  bibliography,  suggestions 
to  leaders,  etc.    Paper,  15  cents;  cloth,  25  cents. 

Studies  in  the  Miracles  of  Jesus.  (Fifth  thousand.) 
The  twenty  miracles  recorded  by  Matthew,  with 
table,  bibliography,  suggestions  to  leaders,  etc. 
Paper,  20  cents;  cloth,  30  cents. 

Studies  in  the  Life  of  Paul.  (Twenty-fourth  thou- 
sand, revised.)  Twenty-four  lessons  emphasiz- 
ing the  character  of  the  great  apostle.  Also  an 
extension  of  the  course,  an  outline  of  Epistle  to 
Galatians,  chronology  of  Paul's  life,  and  sug- 
gestions to  leaders.  Paper,  25  cents;  cloth,  40  cents. 

Systematic  and  Proportionate  Giving.  (Third  edi- 
tion.) This  pamphlet  sets  forth  concisely,  clearly 
and  convincingly  the  advantages  of  systematic 
and  proportionate  giving,  and  also  the  Scripture 
principles  underlying  its  practice.    Paper,  5  cents. 

Among  Australasian  Students.  (Second  edition.) 
A  resume  of  Mr.  Sallmon's  three  years'  work  in 
Australasia,  with  appendix  containing  list  of 
Australasian  Unions,  etc.,  and  statistics.  Paper, 
5  cents. 

The  Culture  of  Christian  Manhood:  Sunday  Morning 
in  Battell  Chapel,  Yale  University.  (Edited  by 
William  H.  Sallmon.)  (Second  edition.)  The  six- 
teen contributors  include  some  of  the  most  promi- 
nent clergymen  in  America,  with  portrait  and 
autograph  of  each. 

12mo,  cloth,  gilt  top,  $1.50  postpaid. 


Young    Men's    Christian    Association   Press 

124  East  Twenty-eighth  Street 

NEW  YORK 


Stud 


JAN  15  1959 


in  the 


Life  of  Paul 


FOR  BIBLE  CLASSES 
AND  PRIVATE  USE 


By 

William  H.  Sallmon,  M.  A. 


REVISED  EDITION 
TWENTY-FOURTH    THOUSAND 


New  York 

Young  Men's  Christian  Association  Press 

1908 


Copyrighted  1896 

BY 

The  International  Committee  of 
Young  Men's  Christian  Associations. 

Copyrighted  1902 

BY 

The  International  Committee  of 
Young  Men's  Christlan  Associations. 


[3580] 


CONTENTS. 


FASa 

Preface      9 

Bibliography 11 

Study  I.  Paul's  Early  Days  ....  15 
Study  II.  Paul  the  Student  ....  20 
Study  III.  Paul  the  Persecutor  ...  25 
Study  IV.  Paul  the  Convert  ....  30 
Study  V.  Paul  the  Con  vert  (con- 
tinued)     35 

Study  VI.  Paul  the  Apprentice   ...    40 

Study  VII.         Paul  the  Missionary  (First 

Journey) 46 

Study  VIII.       Paul  the  Missionary  (Second 

Journey) 52 

Study  IX.  Paul  the  Missionary  (Third 

Journey) 57 

Study  X.  Paul  the  Companion  and 

Friend 60 

Study  XI.  Paul  the  Laborer     ....    65 

Study  XII.         Review 69 

Study  XIII.       Paul  the  Preacher  ....    70 

Study  XIV.       Paul  the  Pastor 75 

Study  XV.         Paul  the  Miracle  Worker    79 

Study  XVI.       Paul  the  Seer 85 

Study  XVII.      Paul  the  Apologist  ....    89 

Study  XVIII.    Paul  the  Author 93 

Study  XIX.       Paul  the  Author  (continued)    96 
Study  XX.         Paul  the  Prisoner    ....  100 

Study  XXI.       Paul  the  Hero 104 

Study  XXII.      Pauline  Principles  ....  107 

Study  XXIII.    Paul's  Influence Ill 

Study  XXIV.     Review 113 

Extension  of  the  Course 114 

Outline  of  Epistle  to  Galatians     ....  115 

Chronology  of  Paul's  Life 118 

Daily  Readings 119 

Suggestions  to  Leaders  of  Bible  Classes  .  134 


PREFACE. 

These  outlines  are  mainly  the  notes  on 
"The  Life  of  Paul"  as  they  appear  in  the 
author's  note-book.  They  were  not  written 
for  publication,  and  are  only  permitted  to 
see  the  light  now  in  response  to  a  general 
demand  by  college  students  for  a  course 
which  has  proved  itself  adapted  to  the  needs 
of  a  college  community.  This  course  was 
taught  by  the  author,  assisted  by  Mr.  Wil- 
liam Sloane,  to  the  senior  class  at  Yale  Uni- 
versity, as  part  of  the  work  offered  by  the 
Young  Men's  Christian  Association,  in  1894- 
95,  and  at  the  same  time  to  a  class  of  busi- 
ness and  professional  men  at  Bridgeport, 
Conn.,  under  auspices  of  the  Association. 
It  was  presented  in  a  modified  form  at  the 
College  Students'  Conferences  at  Northfield, 
Mass.,  and  Knoxville,  Tenn.,  in  1895,  and 
by  request  of  the  College  Committee  re- 
peated at  Northfield  in  1896.  It  was  also 
given  before  the  Conference  of  Young 
Women's  Christian  Associations  at  North- 
field,  in  1896.  The  note-book  of  Mr.  Anson 
Phelps  Stokes,  Jr.,  who  taught  it  to  the 
senior  class  at  Yale  in  1895-96,  has  been 
freely  consulted.  The  course  has  been 
adopted  as  part  of  the  Yale  Association's 
system  of  permanent  and  progressive  Bible 
study.  Its  object  is  to  study  the  character 
of  Paul  rather  than  his  work — to  emphasize 
what  he  was  more  than  what  he  did.  Next 
to  a  contemplation  of  the  life  of  our  Lord, 


there  is  no  biography  better  calculated  to 
produce  in  us  that  mind  which  was  also  in 
Christ  Jesus  than  that  of  this  magnificent, 
many-sided  hero  of  the  faith. 

The  "Suggestions  to  Leaders,"  which  are 
largely  the  results  of  the  conferences  of  a 
normal  class,  have  been  placed  at  the  close 
of  the  book,  because  it  is  recognized  that 
many  will  use  these  studies  who  are  not 
leaders,  and  to  whom  the  hints  will  not  be 
so  pertinent. 

It  may  be  needless  to  add  that  the  work 
from  beginning  to  end  is  intended  to  be 
merely  suggestive  and  to  serve  as  a  basis 
for  further  study.  WHS 

Preface  to  Revised  Edition. 

The  wide  acceptance  which  these  studies 
have  received  in  a  few  years,  with  a  sale  of 
over  eleven  thousand,  justifies  the  issuance 
of  a  revised  and  enlarged  edition,  containing 
the  results  of  later  research.  In  re-arrang- 
ing the  body  of  the  work  such  changes 
have  been  introduced  as  would  make  it 
more  acceptable  to  young  people's  societies 
and  Bible  classes  outside  of  student  com- 
munities, where  hitherto  it  has  been  chiefly 
used.  An  introduction  and  a  practical  les- 
son have  been  added  to  each  study,  and  a 
list  of  daily  readings  appended.  The  Epis- 
tles of  Paul  and  the  Epistle  to  the  Hebrews 
have  been  so  subdivided  that  by  reading  an 
average  of  fifteen  verses  each  day  they  will 
be  covered  during  the  twenty-four  weeks 
through  which  the  studies  run, 

W.  H.  S. 

lO 


BIBLIOGRAPHY. 

In  addition  to  a  good  working  Bible  and 
note-book,  Greek  Text  (for  those  who  can 
use  it).  Revised  Version,  and  Bible  Diction- 
ary, the  following  are  recommended : — 

The  original  sources  are  the  Epistles  of 
Paul  and  the  Acts  of  the  Apostles.  Get 
saturated  with  these  before  consulting 
helps. 

1.  The  Life  and  Epistles  of  St.  Paul. 
Conybeare  and  Howson.  The  complete  edi- 
tion, two  volumes,  with  foot-notes  (Long- 
mans, Green  &  Co.),  $3.00  per  volume,  is 
the  one  referred  to  in  these  pages.  A  popu- 
lar edition,  without  foot-notes,  costs  $1.25. 
This  treatise  is  thorough  and  comprehen- 
sive, aiming  "to  give  a  living  picture  of 
St.  Paul  himself,  and  of  the  circumstances 
by  which  he  was  surrounded." 

2.  The  Life  of  St.  Paul.  James  Stalker, 
D.  D.  60  cents.  A  spirited  sketch,  in  the 
form  of  a  hand-book  for  Bible  classes. 

3.  St.  Paul:  His  Life  and  Times.  James 
Iverach,  M.  A.  75  cents.  A  condesned  but 
suggestive  and  spiritual  work,  in  the  usual 
vigorous  Scotch  style. 

4.  The  Life  and  Work  of  St.  Paul. 
F.  W.  Farrar,  D.  D.  (E.  P.  Button  &  Co.) 
2  vols.,  with  foot-notes,  $3.00;  also  popular 
edition,  $2.00.  The  former  is  used  in  these 
references.        Brilliant      and      picturesque. 


Probably  the  most  attractive  work  for  the 
average  reader. 

The  teacher  or  student  who  has  access 
to  these  four  works  has  a  generous  equip- 
ment and  is  on  a  fair  way  to  a  liberal  edu- 
cation in  the  life  of  Paul.  They  have  been 
selected  with  reference  to  a  devotional 
study.  Those  who  care  to  go  more  deeply 
into  the  subject  are  referred  to  the  follow- 
ing:— 

5.  Paul  the  Missionary.  W.  M.  Taylor, 
D.  D.  A  series  of  sermons,  making  a  con- 
tinuous biography,  emphasizing  the  practi- 
cal lessons  and  missionary  labors  of  Paul. 

6.  Spiritual  Development  of  St.  Paul. 
G.  Matheson,  D.  D.  An  inner  biography 
from  conversion  to  death,  tracing  progres- 
sive spiritual  development.  Necessarily 
psychological  and  somewhat  obscure  to  the 
average  reader. 

7.  The  Apostle  Paul.  A.  Sabatier. 
Paul's  doctrine  an  outgrowth  of  his  inner 
life.  A  refutation  of  rationalistic  criticism. 
A  penetrating  treatment  by  modern  scien- 
tific and  historical  methods. 

8.  St.  Paul  the  Traveller  and  Roman 
Citizen.  W.  M.  Ramsay,  D.  D.  Scholarly 
and  reliable.  An  historical  account  of 
Paul's  life,  with  interpretations  founded  on 
the  results  of  a  visit  to  Asia  Minor  and 
other  scenes  of  Paul's  labors.  A  fairly 
good  pocket  map  of  "The  Pauline  World" 
accompanies  the  volume. 

9.  The  Life  and  Epistles  of  St.  Paul. 
Thomas  Lewin,  M.  A.,  F.  S,  A.  This  book 
is  on  the  plan  of  Conybeare  and  Howson, 


but  not  so  exhaustive  or  scholarly.  It  is 
rich  in  maps,  charts,  and  illustrations,  but 
is  quite  expensive. 

10.  The  Student's  Life  of  Paul  G.  H. 
Gilbert,  D.  D.  A  presentation  of  the  his- 
torical facts  of  Paul's  biography  in  compact 
form.  The  comments  sometimes  need 
modification  and  simplification. 

11.  The  Man  Paul.  R.  E.  Speer,  M.  A. 
A  sympathetic  and  practical  series  of 
studies  on  Paul's  personality  abounding  in 
Scriptural  references  and  literary  quota- 
tions. 

12.  The  articles  on  "Paul"  in  the  En- 
cyclopaedia Britannica  and  Hastings'  Bible 
Dictionary  are  valuable.  Many  good  com- 
mentaries on  the  text  are  available,  such 
as  Cambridge  Bible  for  Schools  and  Col- 
leges, Stokes  on  Acts  in  the  Expositor's 
Bible,  Parker's  People's  Bible,  volume  en- 
titled The  Apostolic  Age,  Ryle's  Ex- 
pository Thoughts,  Meyer,  Godet,  Light- 
foot,  etc. 

Findlay  is  good  on  the  Epistles,  and 
Stevens'  Pauline  Theology  is  the  most 
readable  and  up-to-date  theological  hand- 
book on  this  subject  in  English.  On  the 
Apostolic  Age  there  are  McGiffert,  Purves, 
Schaff,  Bartlett,  etc.  Other  volumes  for 
reference  are  Bruce,  St.  Paul's  Conception 
of  Christianity;  Somerville,  St.  Paul's  Con- 
ception of  Christ ;  Abbott,  The  Life  and  Let- 
ters of  St.  Paul  the  Apostle;  Cone,  Paul 
the  Man,  the  Missionary  and  the  Teacher; 
Rees,  The  Life  of  Paul;  Meyer,  Paul  a 
Servant  of  Jesus  Christ;  Smith,  The  Voy- 

13 


age  and  Shipwreck  of  St.  Paul;  F.  W.  H. 
Myers*  poem,  Saint  Paul ;  Bird,  Paul  of 
Tarsus,  for  young  people. 

Any  one  may  obtain  these  books,  or  in- 
formation about  them,  by  applying  to  the 
International  Committee  Young  Men's 
Christian  Associations,  3  West  Twenty- 
ninth  street,  New  York. 


14 


STUDIES  IN  THE  LIFE 
OF  PAUL. 


STUDY  I. 

PAUL'S  EARLY  DAYS. 

(For  Daily  Readings  see  page  120.) 

References.  Study  carefully,  with  Revised  Ver- 
sion (and  Greek),  the  texts  referred  to,  also  Acts 
vii.  and  viii. 

Paul  looms  up  in  the  popular  mind,  as  a 
man,  energetic,  commanding,  masterful. 
We  are  apt  to  dwell  in  thought  upon  the 
extensive  travels  and  varied  experiences  of 
his  riper  years,  forgetting  that  he  was  once 
a  boy.  In  the  study  of  his  early  days  let 
us  associate  him  in  our  minds  with  the  boy 
John,  growing  up  in  the  lonely  highlands 
of  Judea,  and  with  the  boy  Jesus,  increasing 
in  wisdom  and  stature  among  the  hills  of 
Galilee.  In  the  environment  of  his  boy- 
hood we  shall  find  much  to  explain  the 
youth  and  the  man. 

The   Home. 


I.    His  family, 
(i)     Father. 

a.    Roman.    Acts  xxii :  28. 

What  was  the  significance  of 

15 


this  fact  to  Paul  ?     Acts  xxii :  25,  xxv :  16, 
xvi :  37. 

b.  Pharisee.     Acts  xxiii :  6. 
Note  that  Paul  was  a  Phari- 
see by  birth  ("a  son  of  Pharisees")  and  by 
belief    ("the  hope  and  resurrection  of  the 
dead").    Cf.  Acts  xxvi:  S;  Matt,  xxii:  23. 

c.  Tribe  of  Benjamin.  Rom. 
xi:  I. 

(2)  Mother. 

What  does  the  absence  of  refer- 
ences by  Paul  to  his  mother  imply? 

What  trait  of  Paul  is  discover- 
able in  Rom.  xvi:  13? 

(3)  Sister.    Acts  xxiii:  16. 

Paul  never  refers  to  his  relations 
with  his  family.     Why? 

2.    His  religious  training. 

(i)     Circumcision.    Phil.  iii:5. 

He  was  thus  admitted  to  the 
covenant  relation  of  his  fathers,  and  prob- 
ably received  the  Hebrew  name  of  Saul  at 
this  time. 

(2)  Memorizing  of  Scripture. 
Jewish  children  were  taught  the 

Shema,  Deut.  vi :  4-9,  and  the  Hallel,  Psa. 
cxiii-cxviii. 

(3)  Jewish  history.    Deut.  vi :  20-25, 
xi:  19. 

From  what  point  of  view  were 
the  children  taught  to  interpret  the  history? 

(4)  Trade.     Acts  xviii :  3. 

"What  is  commanded  of  a 
father  towards  his  son?"  asks  a  Talmudic 
writer.  "To  circumcise  him,  to  teach  him 
the  law,  to  teach  him  a  trade." 

16 


The  City. 

1.  Situation. 

In    what    province    was    Tarsus    sit- 
uated ?     Acts  xxi :  39,  xxii :  3,  xxiii :  34. 
On  what  river? 

"  And  southward  to  Cilicia's  shore, 
Where  Cydnus  meets  the  billows'  roar." 

Near  what  pass?  Distance  from  the 
sea?  Character  of  the  region?  See 
"Scenery  of  Tarsus,"  Conybeare  and  How- 
son,  chap.  ii.  How  account  for  the  apparent 
indifTerence  of  Paul  to  this  magnificent 
scenery  ? 

"As  compared  with  Luther  and  Zwin- 
gle,  Calvin  was  indifferent  to  nature. 
Although  living  for  so  many  years  at 
Geneva,  he  made  no  allusion  in  his  letters, 
says  his  biographer,  to  the  wonderful  beauty 
with  which  he  was  surrounded."  Allen, 
Continuity  of  Christian  Thought,  foot-note, 

P-  344- 

2.  Features. 

"  Surely  in  toil  or  fray, 
Under  an  alien  sky, 
Comfort  it  is  to  say, 
01  no  mean  city  am  I." 

— Kipling  re  Bombay^  "  Seven  Seas." 

(i)     University  center. 

Does  Gal.  iii :  24  (7rai5a7w76s,  tu- 
tor) suggest  that  Paul  attended  school  at 
Tarsus?  If  he  did  not,  estimate  the  possi- 
ble influence  upon  him  of  the  intellectual 
atmosphere. 

"It  was  one  of  the  three  princi- 
pal university  cities  of  the  period,  the  other 
two  being  Athens  and  Alexandria;  and  it 

17 


was  said  [by  Strabo]  to  surpass  its  rivals 
in  intellectual  eminence."     Stalker,    1  15. 

(2)  Commercial  center. 

Show  the  advantages  of  the  sit- 
uation as  a  distributing  point  for  the  prov- 
inces. Products  of  the  region?  Stalker, 
IT  15. 

Coins  of  Tarsus  bear  the  word 
fi-nrpoiroXii  (metropolis). 

Note  how  Paul's  language  is  in- 
fluenced by  city  life,  while  Christ's  breathes 
that  of  the  country. 

(3)  Baal-worship    center. 

See  Stalker,  1  18,  and  Farrar, 
pp.  28-30.  Probably  the  scenes  witnessed 
here  confirmed  him  in  his  pure  Jewish 
faith  and  made  possible  the  description  of 
heathenism  in  Romans  i. 


PRACTICAL  LESSON. 

God's  Purpose  Manifested  in   the  Earliest 

Surroundings  of  Each  Life. 

Gal.  i:  15. 

"Who  does  not  see  how  fit  a  place  this 
was  for  the  apostle  of  the  Gentiles  to  be 
born  in?  As  he  grew  he  was  unawares 
being  prepared  to  encounter  men  of  every 
class  and  race,  to  sympathize  with  human 
nature  in  all  its  varieties,  and  to  look  with 
tolerance  upon  the  most  diverse  habits  and 
customs."     Stalker,  Life  of  St.  Paul. 

"Nor  is  there  any  accident  in  the  ordering 
of  the  place,  the  conditions,  the  circum- 
stances of  any  child  of  God." 

18 


•'  Thou  cam'st  not  to  thy  place  by  accident; 
It  is  the  very  place  God  meant  for  thee." 

— /.  R.  Miller,  Building  of  Character. 

BIBLIOGRAPHY. 

Conybeare  and  Howson,  Vol.  I.,  pp.  26-63. 

Stalker,  paragraphs  13-18. 

Iverach,  pp.  1-3. 

Farrar,  Vol.  I.,  chapter  ii. 


IQ 


STUDY  II. 

PAUL  THE  STUDENT. 

(For  Daily  Readings  see  page  120.) 

References.  Study  carefully,  with  Revised  Ver- 
sion (and  Greek),  the  texts  referred  to. 

Probably  Paul  was  about  thirteen  years  of 
age  when  sent  from  Tarsus  to  study  at 
Jerusalem.  To  most  boys  the  departure 
from  the  birthplace  is  a  sorrowful  home- 
leaving.  To  Paul,  the  youthful  patriot,  it 
would  really  be  a  glad  home-going.  Imagine 
his  joyous  emotion  as  he  drew  near  "the 
city  of  the  great  King."  See  Psa.  cxxii, 
cxxxvii :  5,  6. 

Trace  on  a  map  the  probable  route  by  sea 
and  land.  Illustrate  the  student's  position 
at  the  feet  of  the  teacher.  Cf.  Luke  x :  39. 
The  custom  became  a  proverb,  "Place  thy- 
self in  the  dust  at  the  feet  of  the  wise." 

In  College  at  Jerusalem.  Acts  xxii :  3. 

I.    His  teacher. 

Note  the  four  facts  regarding  Gama- 
liel mentioned  in  Acts  v :  34. 

(i)  Member  of  the  Sanhedrin  {kv 
Tu)  ffvveSplif},  in  the  Sanhedrin),  vs.  21,  27, 
41.  His  dignity  and  influence  would  be  com- 
parable to  that  of  a  member  of  the  Supreme 
Court. 

20 


(2)  Pharisee.  Like  what  other 
Pharisees  of  the  New  Testament? 

In  what  respects  different  from 
the  characteristic  Pharisee?  Acts  v:38,  39. 
Cf.  Matt,  xxiii. 

(3)  Doctor  of  the  law.  His  title 
rabbi  means  more  than  D.  D. — "a  minister, 
a  teacher  and  a  lawyer,  all  in  one."  Stalker. 
Gamaliel  was  one  of  seven  Jewish  doctors 
who  received  the  title  Rabban,  which  means 
"my  great  teacher." 

(4)  A  popular  professor,  "had  in 
honor  of  all  the  people."    R.  V. 

A  thorough  teacher.  Acts 
xxii :  3. 

2.    His  studies, 
(i)     Bible. 

"The  Old  Testament  was  his 
chief  text-book  in  the  Jewish  school." 
Stevens'  Pauline  Theology.  What  evi- 
dence can  be  adduced  of  his  familiarity  with 
all  parts  of  the  Old  Testament? 

Why  does  Paul  use  the  Old 
Testament  for  argument  or  illustration  with 
Jews  but  not  with  Gentiles?  Note  that 
there  are  no  quotations  in  I.,  II.  Thess., 
Phil.,  Col. 

(2)  Tradition.  Gal  i :  14,  cf.  Mark 
Wi:  3-13- 

Gamaliel  was  son  of  Simeon  and 
grandson  of  Hillel,  and  Hillel's  school 
placed  tradition  first,  while  the  opposing 
school  of  Shammai  placed  the  law  first. 

21 


(3)     Greek. 

a.  Addresses  to  Corinthians, 
Acts  xviii:4,  8,  ii;  Athenians,  Acts  xvii: 
22  seq. ;  Bereans,  Acts  xvii :  I2. 

b.  Disputes  with  Epicureans 
and  Stoics,  Acts  xvii :  17,  18. 

c.  Quotations  from  Greek  au- 
thors. Acts  xvii :  28 ;  I.  Cor.  xv :  33 ;  Titus 
i:  12. 

In  the  College  of  Experience. 

Gibbon  says  we  have  two  educations,  one 
from  teachers  and  one  from  affairs;  one 
from  books  and  one  from  the  care,  responsi- 
bility and  experience  of  life. 

Study  carefully  Phil,  iv:  11-13. 

1.  Adversity. 

He  knew  what  it  was  "to  be  abased," 
"to  be  hungry,"  "to  be  in  want." 

He  knew  also  what  it  was  to  stand 
friendless  and  alone.    H.  Tim.  iv:  16. 

"  In  times  of  prosperity  friends  will  be  plenty, 
In  times  of  adversity  not  one  in  twenty." 

Like  Christ  (Heb.  v:8)  "he  learned 
obedience  by  the  things  which  he  suffered." 
II.  Cor.  xi :  23-27. 

2.  Prosperity. 

He  knew  what  it  was  "to  be  filled," 
"to  abound."  "God  tries  His  people,  not  by 
a  steady  course  of  prosperity,  or  by  long- 
continued  and  uniform  adversity,  but  by 
transition  from  one  to  the  other."  Barnes. 
It  is  pleasant  to  think  of  the  measure  of 

22 


prosperity  which   Paul   enjoyed  in  his  old 
age.    Acts  xxviii :  30,  31. 
3.     His  great  lesson. 

Was  it  contentment  with  earthly  or 
spiritual  conditions?  Phil,  iii:  12-14.  (Cf. 
I.  Tim.  vi:6,  8,  and  the  thought  of  Heb. 
xiii :  5.) 

"  Lord!  I  would  clasp  thy  hand  in  mine, 
Nor  ever  murmur  nor  repine; 
Content  whatever  lot  I  see, 
Since  'tis  my  God  that  leadeth  me." 

—J.  H.  Gilmore. 


PRACTICAL  LESSON. 

Christ  the  Master  Teacher.     Col.  ii:  3. 

"I  have  learned,"  '1  know,"  "I  am  in- 
structed" (Phil  iv:ii,  12) — these  are  the 
words  of  a  student.  Ask  Paul  where  did 
he  learn.  At  the  feet  of  Gamaliel?  In  the 
college  of  experience?  Yes,  much  there, 
but  most  in  the  school,  and  at  the  feet  of 
"Christ  in  whom  are  hid  all  the  treasures 
of  wisdom  and  knowledge."  His  training 
resulted  in  confidence, — "I  can  do  all 
things," — ^and  reliance  upon  Christ, — 
"through  Christ  which  strengtheneth  me" 
{iv  tC)  ivbvvanovvrl  /tc  =  lit.,  "in  him  who 
dynamites  me,"  or  by  him  who  imparts 
spiritual  power). 

"  The  world  sits  at  the  feet  of  Christ, 
Unknowing,  blind,  and  unconsoled; 
It  yet  shall  touch  His  garments'  fold, 
And  feel  the  heavenly  Alchemist 
Transform  its  very  dust  to  gold." 

—  IVhittier. 

23 


BIBLIOGRAPHY. 

Conybeare  and  Howson,  Vol.  I.,  pp.  63-78. 

Stalker,  paragraphs  21-30. 

Iverach,  pp.  4,  5. 

Farrar,  Vol.  I.,  chapter  iii. 

For  a  good  sermon  on  Gamaliel,  illustrating  his 
tolerance,  see  Brooks'  Sermons  in  English 
Churches,  p.  243.  See  also  Matheson's  My  Aspira- 
tions, p.  21. 


STUDY  III. 

PAUL  THE   PERSECUTOR. 
(For  Daily  Readings  see  page  120.) 

References.  Study  carefully,  with  Revised  Ver- 
sion (and  Greek)  the  texts  referred  to. 

Just  how  long  Paul  was  a  student  under 
Gamaliel  we  do  not  know.  Nor  may  we 
say  with  certainty  where  he  spent  the  years 
between  his  graduation  and  his  re-appear- 
ance at  the  stoning  of  Stephen.  It  is  gen- 
erally conjectured  that  he  either  returned 
to  Tarsus  or  lived  with  his  sister  at  Jeru- 
salem. The  point  which  strikes  us  with 
much  force  in  this  study  is  the  absence  of 
that  spirit  of  tolerance  for  which  his  mas- 
ter, Gamaliel,  was  noted. 

His  Spirit  and  Methods.  Acts  viii : 
1-4,  ix:  1,  xxii:  4,  19,  20,  xxvi: 
11. 

How  do  the  texts  manifest  a  spirit,  bit- 
ter, violent,  uncompromising,  thorough? 

Enumerate  the  methods  employed  by 
Paul. 

Is  there  any  evidence  that  Paul  himself 
killed  anyone? 

"Paul  was  the  heart  and  soul  of  the  en- 
deavor to  stamp  out  the  Christian  faith." 
Farrar. 

25 


His  Explanations  of  His  Conduct. 
Acts  xxvi:  9-11;  Phil,  iii:  6;  I. 
Tim.  i:  13. 

Study  the  texts  and  see  how  he  attributes 
his  conduct  to 

1.  Conscience,  an  inward  conviction, 
arising  from  a  false  sense  of  duty. 

2.  Zeal,  misdirected  and  without  knowl- 
edge. 

3.  Unbelieving  ignorance.  He  now  re- 
gards as  blasphemy  what  he  once  thought 
he  ought  to  do. 

Other  Probable  Causes  of  His  Oppo- 
sition  to  Christianity. 

1.  Christ's  preaching  against  tradition. 
Mark  vii :  3-13.  See  "Tradition"  in  Study 
n.,  2  (2). 

Christ  had  preached  against  tradition 
over  which  Saul  was  so  zealous.  Saul  was 
a  Pharisee  on  account  of  his  traditions. 
Probably  the  disciples  preached  as  Christ 
did. 

2.  The  suffering,  crucified  Christ's  claim 
to  Messiahship  antagonistic  to  Paul's  Phari- 
saic ideals.  Find  indications  of  this  claim 
also  in  the  preaching  of  Peter,  Stephen  and 
Philip. 

What  inference  regarding  Paul's  feel- 
ings at  this  time  may  be  drawn  from  Rom. 
i:i6? 

3.  The  increase  of  disciples.  Acts  i :  15, 
ii :  41,  iv :  4.  V :  14,  vi :  i,  7- 

26 


4.  Stephen's  address.  Acts  vii,  espe- 
cially vs.  51-53.  Estimate  the  effect  of  this 
address  upon  Paul.  Note  that  the  speech 
contained  an  echo  of  Jesus*  denunciation  of 
Pharisaism — an  accusation  of  worldliness, 
hypocrisy  and  resistance  of  God's  messen- 
gers— and  showed  how  punishment  or  grace 
had  no  effect. 

Effects  of  the  Memory  of  the  Per- 
secution  on  Paul's  Mind. 


I.    Cor.    XV :  9 ;    Acts   xxvi :  10 ;    I.    Tim. 
i :  15  ;  Eph.  iii :  8. 


PRACTICAL  LESSON. 

Though   Sin   Be  Forgiven   Its  Effects 
Remain. 

"  Saint,  did  I  say?  with  your  remembered  faces, 
Dear  men  and  women, whom  I  sought  and  slew — 
Ah!  when  we  mingle  in  the  heavenly  places, 
How  will  I  weep  to  Stephen  and  to  you! " 

—F.  W.  H.  Myers'  Saint  Paul. 

Repentant  and  remorseful,  Byron  in- 
scribed these  lines  to  his  sister,  Augusta 
Leigh : — 

"  I  can  reduce  all  feelings  but  this  one. 

And  that  I  could  not;  for  at  length  I  see 
Such  scenes  as  those  wherein  my  life  begun. 
The  earliest — even  the  only  paths  for  me— 

Had  I  but  sooner  learnt  the  crowd  to  shun, 

I  had  been  better  than  I  now  can  be; 
The  passions  which  have  torn  me  would  have 

slept, 
I  had  not  suffered,  and  thou  hadst  not  wept." 

27 


BIBUOGRAPHY. 

Conybeare  and  Howson,  Vol.  I.,  pp.  87-96. 

Stalker,  paragraphs  31-88. 

Iverach,  pp.  9-14. 

Farrar,  Vol.  I.,  chapter  ix. 


28 


51 


'     ,§  £  -.3  ?M. 


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29 


STUDY  IV. 

PAUL  THE  CONVERT. 
(For  Daily  Readings  see  page  120.) 

References.  Study  carefully,  with  Revised  Ver- 
sion (and  Greek),  Acts  ix:  1-18,  xxii:  5-16,  xxvi:  12- 
23. 

Lord  Lyttleton  and  Gilbert  West,  Esq., 
who  had  imbibed  principles  of  infidelity 
from  a  superficial  view  of  the  Scripture,  de- 
termined to  test  the  truth  of  Christianity 
by  bringing  the  weight  of  their  intellects  to 
bear  upon  the  conversion  of  Paul,  and  the 
resurrection  of  Christ,  respectively.  Each 
sat  down  to  his  task  feeling  that  if  these 
events  could  be  successfully  disproved 
Christianity  could  be  overthrown.  As  a  re- 
sult of  their  independent  study  each  was 
converted  to  Christianity  and  their  pub- 
lished conclusions  are  valuable  apologetic 
literature. 

Three  Accounts  of  His  Conversion. 

1.  By  Luke,  Acts  ix :  3-9. 

2.  By  Paul  on  temple  steps,  Acts  xxii: 
6-11. 

3.  By  Paul  before  Agrippa,  Acts  xxvi: 
12-18. 

Note  the  significance  of  the  fact  that  there 
are  three  accounts  of  this  event  in  the 
brief  book  of  Acts. 

In  what  important  points  do  the  accounts 
agree  ? 

Make  a  parallel  list  of  the  differences  in 

30 


the  accounts,  regarding  the  voice,  the  ef- 
fects, the  words  spoken. 
Study  the  text  by  the  following  outline : — 
I.    The  journey. 

See  "Damascus"  in  Bible  Dictionary. 

What  is  the  distance  and  time  of 
journey  from  Jerusalem  to  Damascus? 

What  was  the  probable  means  of 
journeying? 

Trace  the  probable  route  upon  a  map. 

Dean  Howson  says:  "No  journey 
was  ever  taken  on  which  so  much  interest  is 
concentrated  as  this  of  Paul  from  Jerusalem 
to  Damascus.  It  is  so  critical  a  passage  in 
the  history  of  God's  dealings  with  man,  and 
we  feel  it  to  be  so  closely  bound  up  with  all 
our  best  knowledge  and  best  happiness  in 
this  life  and  with  all  our  hopes  for  the 
world  to  come,  that  the  mind  is  delighted 
to  dwell  upon  it,  and  we  are  eager  to  learn 
or  imagine  all  its  details." 

2.  The  light. 

How  is  the  light  characterized  in  the 
three  accounts?    ix:3,  xxii:6,  xxvi:i3. 

At  what  time  did  it  appear? 

The  bearing  of  this  on  the  theory  that 
it  was  a  natural  phenomenon? 

3.  The  words  spoken. 
Who  heard  the  voice? 

Note  the  difference  in  Greek  between 
T^v  <pu)vi]v  (ix:4,  xxii:9,  xxvi:  14),  an  ar- 
ticulate sound,  and  ttjs  (puvfji  (ix:  7),  an  in- 
articulate sound.  (See  Cambridge  Bible  on 
Acts,  in  loco.)  Consider  carefully  the 
words  spoken. 

(i)  "Saul,  Saul,  why  persecutes! 
thou  me?" 

31 


Here  the  address  SaoiJX,  2aoi5\ 
(Saul,  Saul),  is  in  the  Aramaic,  which 
Christ  spoke  upon  earth.  Elsewhere  in 
Acts  Luke  uses  the  Greek  SaOXoj  (Saul). 

What  lesson  for  Paul  in  "thou 
me"? 

(2)  "Who  art  thou,  Lord?" 

Did  Paul  recognize  the  Divine 
nature  of  the  vision  ? 

We  might  expect  that  the  mani- 
festation of  the  Lord  to  this  persecutor 
would  be  overwhelming  in  majesty  and  om- 
nipotence, but  note  what  follows. 

(3)  '*I  am  Jesus  (of  Nazareth,  xxii: 
8)  whom  thou  persecutest." 

Not  Son  of  God,  King  of 
heaven,  but  the  Carpenter  of  Nazareth.  The 
significance  of  this  revelation  to  Paul? 

(4)  "It    is    hard    for    thee    to    kick 
against  the  pricks."    R.  V. — goad. 

Do  these  words  justify  a  com- 
mon interpretation  that  Paul  was  engaged 
in  persecution  in  order  to  escape  the  pricks 
of  conscience? 

(5)  "What  shall  I  do.  Lord?"     Cf. 
Acts  xxvi :  19. 

(6)  "Arise  and  go,"  etc. 

Note  the  definiteness  of  the  work 
laid  out  for  him. 

4.    The  effects. 
(i)     On  Paul. 

a.  Blindness.  "Saw  no  man." 
ix:8.  R.  v.— "Saw  nothing."  Why? 
xxii:  II. 

b.  Submission.  "What  wilt 
thou,"  etc.    "Not  disobedient,"  etc. 

32 


(2)     On  companions,    ix :  7. 

a.  "Stood      speechless."        Cf. 
xxvi :  14.      "Stood" — were,    or    remained. 

b.  "Were  afraid."     xxiiiQ. 

c.  "Hearing   a   voice."     R.   V. 
Marg. — sound.    Cf.  John  xii :  28,  29. 

d.  "Seeing      no      man."       Cf. 
xxii :  9. 

PRACTICAL  LESSON. 

To  Enter  Into  a  Personal  Relation   With 

Christ  is  the  Beginning  of  the 

Christian    Life. 

For  some  men  conversion  means  a  storm 
of  cyclonic  force,  only  more  protracted. 
Paul  and  Augustine  are  types  of  those  who, 
while  rushing  on  in  a  mad  career,  were 
"apprehended,"  as  if  you  were  to  check 
Niagara  half  way  over  its  fall.  But  for  the 
majority  of  men  there  is  no  rupture  and  no 
break.  For  them  conversion  is  as  easy  and 
natural  a  process  as  the  unfolding  and 
opening  of  the  bud  into  the  full-blown 
flower.  There  are  sudden  conversions  and 
gradual  conversions.  In  either  case  the 
beginning  of  the  new  life  is  marked  by  en- 
tering into  a  personal  relation  with  Christ. 

"  I  heard  the  voice  of  Jesus  say, 
'I  am  this  dark  world's  light; 
Look  unto  me,  thy  morn  shall  rise, 

And  all  thy  day  be  bright! ' 
I  looked  to  Jesus,  and  I  found 

In  Him  my  Star,  my  Sun; 
And  in  that  light  of  life  I  '11  walk 
Till  all  my  journey  's  done." 

—Horatius  Bonar. 

33 


BIBLIOGRAPHY. 

Conybeare  and  Howson,  Vol.  L,  pp.  101-113. 

Stalker,  paragraphs  89-45. 

Iverach,  pp.  18-20. 

Farrar,  Vol.  I.,  chapter  x. 

Lord  Lyttleton's  Observations  on  the  Conver- 
sion of  St.  Paul  has  been  reprinted  by  the  Ameri- 
can Tract  Society  (25  cents).  See  also  Stevens' 
Pauline  Theology,  chapter  i.;  Fisher's  Super- 
natural Origin  of  Christianity,  p.  459,  seq. 


94 


STUDY  V. 

PAUL  THE  CONVERT.— Continued. 
(For  Daily  Readings  see  page  120.) 

References.  Review  Study  IV.  Study  care- 
fully, with  Revised  Version  (and  Greek),  Gal.  1: 15, 
16;  Phil,  iii:  5-7;  I.  Cor.  xv:  8,  9. 

There  is  no  account  of  Paul's  conversion 
in  his  epistles,  but  certain  references  con- 
tain valuable  information  about  his  own 
view  of  its  reality,  its  suddenness,  and  its 
results  in  his  life.  This  personal  testimony 
occurring  incidentally  in  letters  devoted  to 
other  topics  is  evidence  of  the  highest  kind. 
The  contents  of  the  references  are  consist- 
ent with  the  detailed  accounts  of  the  Acts. 

Three  References  to  His  Conversion 
in  Paul's  Epistles. 

1.  Gal.  i:i5,  16.  In  justification  of  his 
apostleship.    Cf.  v.  i. 

2.  Phil,  iii:  5-12.  In  explanation  of  his 
seeking  righteousness  in  Christ  rather  than 
righteousness  through  the  law. 

3.  I.  Cor.  XV :  8,  9.  The  climax  of  tb*^ 
appearances  of  the  risen  Lord. 

Study  the  table  on  page  38. 

I.     Reality  of  the  conversion. 

What  evidences  to  show  that  Paul  was 
not  an  impostor,  an  enthusiast,  or  deceived 
35 


by  others?     (The  Conversion  of  St.  Paul 
by  Lord  Lyttleton.) 

Renan  says  the  vision  was  due  to 
fatigue  of  journey,  ophthalmia,  fever  with 
delirium  and  a  thunderstroke.  Pfleiderer 
attributes  it  to  temperament  and  environ- 
ment. 

How  would  Paul  reply  to  these  ?  Acts 
ix:  17,  xxvi :  16;  I.  Cor.  ix:  i. 

"The  conversion  of  Paul  is  a  psycho- 
logical and  ethical  problem,  the  solution  of 
which  is  to  be  found  only  in  the  actual  ap- 
pearance of  Jesus  Christ  to  his  senses  as  he 
believed  this  to  have  taken  place.  Nothing 
but  his  certainty  of  that  appearance  could 
have  convinced  him  that  Jesus  was  raised 
from  the  dead  and  was  therefore  the  Mes- 
siah and  the  Son  of  God.  Nothing  but  the 
fact  itself  can,  under  the  circumstances, 
fairly  account  for  the  certainty."  Prof. 
Findlay  article,  Paul  the  Apostle,  Hast- 
ings' Bible  Dictionary. 

2.  Suddenness  of  the  conversion. 

Are  there  any  indications  in  the  Acts 
or  Epistles  of  progressive  stages? 

What  evidence  that  Paul  regarded  it 
as  a  sudden  change  ?  Gal.  i :  16 ;  Phil,  iii : 
6,  7 ;  I.  Cor.  xv :  9,  10. 

3.  Results  of  his  conversion. 

How  would  Paul's  family  probably 
regard  his  conversion  from  Judaism  to 
Christianity  ? 

How  may  this  have  a  bearing  on  his 
poverty  ?    Acts  xx :  34. 

Ramsay,   commenting   on    Phil,   iii :  8, 

36 


says,  "These  emphatic  words  suit  the 
mouth  of  one  who  had  been  disowned  by 
his  family  and  reduced  from  a  position  of 
wealth  and  influence  in  his  nation  to  poverty 
and  contempt."  St.  Paul  the  Traveller,  p.  36. 

How  is  the  ruling  purpose  of  his  life 
changed?    Phil,  iii:  12. 

What  event  in  Christ's  life  becomes 
the  basis  of  his  gospel  ?  Acts  xiii :  30-37 ; 
I.  Cor.  XV :  14. 

How  are  his  religious  beliefs  changed  ? 
Phil,  iii :  6,  7. 

What  new  Christ-like  elements  are 
introduced  into  his  life  ?    I.  Cor.  xv :  9,  xiii. 


37 


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38 


PRACTICAL  LESSON. 

The   Call   to   the   Christian  Life  is  a  Call 
to  Service. 

To  enter  into  a  personal  relation  with 
Christ  means  more  than  personal  salvation, 
which  is  self-interest ;  it  means  service  for 
the  salvation  and  welfare  of  others,  which 
is  self-denial  and  self-sacrifice.  It  means 
laying  down  one's  life  for  the  brethren, 
which,  being  interpreted,  is  living  for  them, 
and  possibly  in  the  end  dying  for  them. 
"The  joyful  life,"  said  Henry  Drummond, 
"is  the  life  of  the  larger  mission,  the  dis- 
interested life,  the  life  of  the  overflow  from 
self,  the  'more  abundant  life'  which  comes 
from  following  Christ." 

"  I  will  go  where  you  want  me  to  go,  Lord, 
Over  mountain,  or  plain,  or  sea; 
I  will  do  what  you  want  me  to  do,  Lord, 
I  will  be  what  you  want  me  to  be." 

— Mary  Brown. 

BIBLIOGRAPHY. 

Iverach,  pp.  15-17. 

Keble's    Christian   Year,    poem    entitled    "The 
Conversion  of  St.  Paul." 
Sabatier,  p.  47. 


39 


STUDY  VI. 

PAUL  THE  APPRENTICE. 
(For  Daily  Readings  see  page  120.) 

References.  Study  carefully,  with  Revised  Ver- 
sion (and  Greek),  the  texts  referred  to,  also  Gal.  i. 

In  this  study  we  see  how  the  worker  was 
further  prepared  for  his  work.  He  did  not 
go  at  it  immediately  after  his  conversion, 
but  had  varied  experiences  and  much  train- 
ing. About  three  years  were  spent  in  Arabia 
and  Damascus,  and  probably  ten  years  in 
Syria  and  Cilicia  (supposing  the  fourteen 
years  of  Gal.  ii :  i,  to  include  the  year  at 
Antioch,  Acts  xi :  26,  and  three  years  al- 
lowed for  the  first  missionary  journey). 
Then  we  must  take  into  account  the  in- 
fluences of  his  previous  training  and  en- 
vironment, and  the  contributions  from  the 
dominant  races  which  met  in  him. 

Period     Between     Conversion     and 
First  Missionary  Journey, 

1.  At  Damascus.    Acts  ix:   S-ipa. 

(1)  Meditation  and  Prayer,    vs.  9-1 1. 

(2)  Receiving    instruction,      vs.    17- 
19a.    Cf.  xxii :  13-16. 

2.  In  Arabia.  Gal.  i :  17.  Stalker,  If  T[ 
51-53. 

"  If  chosen  men  could  never  be  alone 

In  deep  mid-silence  open-browed  to  God, 
No  greatness  ever  had  been  dreamed  or  done." 

40 


3-    At  Damascus.    Acts  ix :  i9t-22. 
Preaching.     Cf.  Acts  xxvi :  19,  20. 

4.  Visit  to  Jerusalem.    Acts  ix :  26-29. 
(i)     Meets  Barnabas. 

(2)     Meets  the  apostles. 

The  significance  of  these  meetings  ? 

5.  In  Syria  and  Cilicia.    Acts  ix :  30,  cf. 
Gal.  i:  21. 

Stalker,    HIT  68,  69. 
For  evidence  of  the  work  done  at  this 
time,  see  Acts  xv :  41. 

6.  At  Antioch.    Acts  xi :  25,  26. 
Experience     in    practical     missionary 

work  with  Barnabas. 

7.  Mission  to  Jerusalem.    Acts  xi :  27-30. 
Ramsay   (St.  Paul  the  Traveller,  pp. 

61-64)  puts  the  trance  of  Acts  xxii:  17-21 
here,  while  Gilbert  (Student's  Life  of  Paul, 
p.  50)  puts  it  during  the  visit  of  Acts  ix. 

8.  Return  to  Antioch.    Acts  xii :  24,  25. 

Paul's    Preparation    for   Missionary 
Work. 

Consider. 

1.  Importance  of  Roman  citizenship. 

2.  Home     training    in     Old    Testament 
Scriptures. 

3.  Various  influences  of  Tarsus. 

4.  Value  of  trade  for  self-support. 

5.  His  training  as  a  rabbi, 

6.  His  divine  call. 

7.  (14?)  years'  Christian  experience. 

8.  Acquaintance  with  the  apostles. 

41 


Preparation   of    the    Known   World 
for  Paul's  Work.      Stalker,   It 

73-78. 

1.  Greeks. 

Consider  how  they  prepared  the  way 
in  preparing  a  universal  language. 

2.  Romans. 

Consider  how  they  prepared  the  way 
in  furnishing  roads  for  communication,  and 
protection  for  Roman  citizens. 

3.  Jews. 

Consider  how  they  prepared  the  way 
in  furnishing  synagogues  and  in  maintaining 
monotheism. 

In  considering  these  points  remember 
that  Paul  was  a  Greek  in  culture,  a  Roman 
in  citizenship,  and  a  Jew  by  birth. 


42 


PRACTICAL  LESSON. 

The  Gradual  Development  of  Life-purpose 
and    Life-work. 

If  a  man's  life-purpose  be  to  do  the  will 
of  God,  the  plan  of  Gk)d  for  his  life  will  be 
unfolded,  for  it  is  true,  according  to  the 
title  of  one  of  Horace  Bushnell's  great 
sermons,  that  "Every  man's  life  [is]  a  plan 
of  God."  The  lives  of  Moses  and  Samuel, 
David  and  Paul  show  how  the  Divine  plan 
was  gradually  revealed  to  them  until  they 
apprehended  it  and  progressively  realized  it. 
Far  more  important  than  place,  or  pay,  or 
prominence,  is  the  question  of  doing  the 
will  of  God. 

"  And  as  the  path  of  duty  is  made  plain, 

May  grace  be  given  that  I  may  walk  therein, 
Not  like  the  hireling  for  his  selfish  gain, 
With  backward  glances  and  reluctant  tread, 
Making  a  merit  of  his  coward  dread; 
But,  cheerful,  in  the  light  around  me  thrown, 

Walking  as  one  to  pleasant  service  led. 
Doing  God's  will  as  if  it  were  my  own, 
Yet  trusting  not  in  mine,  but  in  His  strength 
alone!" 

—  WJnttter. 

BIBLIOGRAPHY. 

Conybeare  and  Howson,  Vol.  I.,  pp.  117-160. 

Stalker,  paragraphs  51-53,  68-72. 

Iverach,  pp.  29-43. 

Farrar,  Vol.  I. ;  read  selections  from  chapters  xi. 
to  xviii. 

See  a  splendid  address  on  "St.  Paul  as  a  Mission- 
ary," dwelling  on  this  preparatory  period,  in 
"Report  of  the  American  Inter-Seminary  Mission- 
ary Alliance,"  1893. 

Read  Whittier's  poem  entitled  "  The  Mission- 
ary," "Early  Poems  of  Whittier,"  p.  202. 

44 


STUDY  VII. 

PAUL  THE  MISSIONARY. 

(For  Daily  Readings  see  page  121.) 

References.  Study  carefully,  with  Revised  Ver- 
sion (and  Greek),  Acts  xiii.,  xiv.,  except  the  ser- 
mon.    Draw  a  map  of  the  journey. 

A  working  knowledge  of  the  missionary 
journeys  of  Paul  is  fundamental,  because 
they  contain  the  material  for  most  of  the 
following  studies.  We  omit  a  study  of  ser- 
mons, miracles,  etc.,  for  these  are  taken  up 
under  other  headings.  The  routes  and 
places  mentioned  should  be  thoroughly  mas- 
tered so  that  the  student  can  trace  each 
journey  from  memory.  Only  scanty  and 
condensed  outlines  are  left  to  us,  but  they 
are  sufficient  to  reveal  a  man  of  wonderful 
tact  and  courage,  patience  and  endurance. 

First  Journey.     Acts  xiii.,  xiv. 

I.    The  choice  of  the  missionaries,  vs.  1-3. 

For  the  rise  and  growth  of  the  church 
at  Antioch  see  Acts  xi :  19-26. 

Through  what  agency  would  the  will 
of  the  Holy  Ghost  be  made  known? 

For  the  prophet,  as  (i)  foreteller  of 
events,  see  Acts  xi:27,  28,  xxi:  10,  11;  as 
(2)  forthteller  of  truth,  see  I.  Cor.  xii:28, 
29,  xiv :  3,  5. 

How  did  the  church  manifest  the  im- 
portance it  attached  to  the  mission? 

46 


2.  Companions. 

What  facts  known  about  Barnabas 
and  Mark? 

3.  Cyprus,     vs.  4-12. 

What  led  them  to  go  to  Cyprus  first? 
Acts  iv :  36,  xi :  19,  20. 

Note  the  three  following  events  at 
Paphos. 

(i)  Elymas  struck  blind.  The  cause 
of  his  opposition?    Cf.  Acts  xvi :  19. 

"The  magician  here  was  act- 
uated chiefly  by  the  fear  of  losing  his 
place  in  the  governor's  train."  (Ramsay, 
St.  Paul,  etc.,  p.  79.) 

Note  Paul's  remarkable  eyes. 
Acts  xiii :  9,  xiv:9,  xxiii :  i. 

What  else  is  known  of  Paul's 
personality  ? 

(2)  Conversion  of  Roman  governor. 
The  power  of  the  gospel  shown 

in    reaching    an    educated    official,  a-werds — 
"man   of   understanding."     R.   V. 

(3)  Change  of  name  from  "Saul"  to 
"Paul." 

What  possible  reason  for  the  ex- 
clusive use  of  the  latter  name  in  the  text 
thereafter? 

4.  Perga.    v.  13. 

Mention  probable  reasons  for  Mark's 
desertion. 

"Either  he  did  not  like  the  work  or  he 
wanted  to  go  and  see  his  mother."  Mat- 
thew Henry. 

47 


II.  Cor.  xi :  24-27  may  suggest  a 
reason. 

"Faintheartedness."  Bartlett,  Apos- 
tolic Age,  p.  69. 

At  any  rate  Mark's  desertion  was  rep- 
rehensible.   Acts  XV :  38. 

5.  Antioch  in  Pisidia.    vs.  14-51. 
Why  so  called? 

(i)     First  Sabbath,    vs.  14-43. 

To     whom     was     the     sermon 
preached  ? 

What     information     about    the 
synagogue  service? 

(2)     Second  Sabbath,    vs.  44-48. 

To     whom     was     the     sermon 
preached  and  why? 

Results  of  the  preaching? 

6.  Iconium.     xiii :  51 — xiv :  5. 

The  mission  was  characterized  by 
(i)  success,  xiv:  i;  (2)  opposition,  vs.  2,  5; 
(3)  healing  ministry,  v.  3;  (4)  party  di- 
vision, V.  4. 

7.  Lystra.    vs.  6-20. 

(i)     Healing  of  the  cripple,    vs.  8-10. 
Why  was  Paul  likened  to  Mer- 
cury and  Barnabas  to  Jupiter?     vs.   11-18. 
(2)     The  stoning  of  Paul.    vs.  19,  20. 
How  account  for  the  revulsion 
of  feeling? 

Note   Lystra's   bad  prominence. 
II.  Cor.  xi:2S. 

8.  Derbe.    v.  20. 

Probable  convert  here  ?    Acts  xx :  4. 

48 


g.  Return  via  Attalia,  omitting  Cyprus, 
vs.  21-28. 

Consider  how  Paul  was  at  Derbe, 
within  a  short  distance  of  Tarsus,  his  home, 
but,  courageous  hero  that  he  was,  he  went 
back  through  the  cities  where  he  had  been 
ill-treated,    vs.  22-26. 

"The  total  distance  traveled  by  the 
missionaries  was  about  fourteen  hundred 
miles,  half  by  land  and  half  by  water.  A 
conservative  estimate  of  the  time  occupied 
by  the  tour  is  perhaps  three  years."  Gil- 
bert, Student's  Life  of  Paul,  p.  86,  foot-note. 

10.  Report  of  the  tour. 

Picture  the  first  missionary  meeting 
at  Antioch.    v.  27. 

11.  Results  of  this  journey. 

(i)  Paul  was  henceforth  to  be  a  mis- 
sionary to  the  Gentiles.  When  he  started 
out  his  intention  was  to  labor  among  Jews 
only. 

"He  must  have  returned  to  An- 
tioch with  a  firmer  conviction  than  ever  that 
his  life-work  was  to  be  the  evangelization  of 
the  heathen  world,  and  with  the  fixed  deter- 
mination to  continue  at  the  earliest  oppor- 
tunity the  campaign  so  successfully  begun." 
McGiffert,  Apostolic  Age,  p.  192. 

(2)  Paul's  supremacy  as  a  religious 
teacher  was  established.  When  they  started 
out  it  was  Barnabas  and  Saul ;  always  af- 
terwards (with  two  exceptions  easily  ex- 
plained. Acts  xiv:i2,  XV :  12,  25)  it  was 
Paul  and  Barnabas. 

(3)  Christian  churches  were 
founded  wherever  possible. 

49 


PRACTICAL  LESSON. 

The  Christian   Worker's  Methods. 

Paul  was  always  building  for  the  future. 
He  trained  men  {e.  g.,  Timothy,  Gaius), 
established  self-governing  and  self-support- 
ing churches,  converged  on  the  centers  of 
population,  and  was  never  off  duty  in  per- 
sonal endeavor  to  lead  men  to  Christ.  In 
this  latter  art — the  greatest  art  in  the  world 
— he  was  a  master.  He  knew  that  man's 
will  had  to  be  influenced  and  his  heart 
turned,  and  he  adapted  his  methods  accord- 
ingly. Thus  did  Henry  Drummond,  who 
at  the  age  of  twenty-two,  wrote  a  paper  on 
"Spiritual  Diagnosis,"  arguing  for  a  science 
in  seeking  to  guide  an  awakened  sinner  to 
Christ. 

"  We  who  so  tenderly  were  sought, 
Shall  we  not  joyful  seekers  be, 
And  to  Thy  feet  divinely  brought, 
Help  weaker  souls,  O  Lord,  to  Thee? 

"  Celestial  Seeker,  send  us  forth! 
Almighty  Lover,  teach  us  love! 
When  shall  we  yearn  to  help  our  earth. 
As  yearned  the  Holy  One  above? " 

BIBLIOGRAPHY. 

Conybeare  and  Howson,  Vol.  I.,  pp.  161-244. 
Stalker,  paragraphs  79-88. 
Iverach,  pp.  47-57. 

Farrar,  Vol.  I.;  read  selections  from  chapters  xix. 
to  xxi. 
Purves,  The  Apostolic  Age,  chapter  vi. 


50 


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1 

STUDY  vin. 

PAUL  THE  MISSIONARY.— Continued. 
(For  Daily  Readings  see  page  J 21.) 

References.  Study  carefully,  with  Revised  Ver- 
sion (and  Greek),  Acts  xv:  36  to  xviii:  22  (omit 
speeches,  miracles,  and  visions,  which  will  be 
studied  separately).    Draw  a  map  of  the  journey. 

The  account  of  the  conference  at  Jerusa- 
lem recorded  between  the  first  and  second 
journeys  is  taken  up  under  "Paul  the  Apolo- 
gist," and  the  speeches,  miracles  and  visions 
are  studied  separately.  "This  journey," 
says  Dr.  Stalker,  "is  perhaps  the  most  mo- 
mentous recorded  in  the  annals  of  the  hu- 
man race.  In  its  issues  it  far  outrivaled 
the  expedition  of  Alexander  the  Great, 
when  he  carried  the  arms  and  civilization 
of  Greece  into  the  heart  of  Asia,  or  that  of 
Caesar,  when  he  landed  on  the  shores  of 
Great  Britain,  or  even  the  voyage  of  Colum- 
bus,   when    he   discovered   a   new    world." 

Second   Journey.      Acts   xv:   36    to 

xviii:  22. 

1.  Primary  objects  of  the  journey. 
XV :  2i^. 

2.  Companions. 

(i)  Silas,  a  delegate  from  the  Jeru- 
salem church  to  the  Antioch  church,  xv :  27 ; 
a  prophet,  tlv.Z'^',  chosen  by  Paul,  xv :  40. 

Where  is  Mark?    xv:39. 

Why  did  Paul  refuse  to  take 
Mark  ?    xv :  ZT^  38. 

52 


(2)  Timothy.  xvi:i.  Probably  a 
convert  of  the  first  journey. 

(3)  Luke.  xvi:io,  11.  His  advent 
indicated  by  change  of  personal  pronoun. 

The  party — Silas  the  prophet, 
Timothy  the  apprentice,  Luke  the  physician, 
and  Paul  the  missionary. 

3.  First  stage. 

Through  Asia  Minor  to  Troas.  Acts 
XV :  40 — xvi :  10. 

The  route  by  provinces  was  (i)  Syria 
and  Cilicia,  a  single  Roman  province,  xv: 
41 ;  (2)  Derbe  and  Lystra,  a  region  of  the 
Province  Galatia,  xvi:  1-5;  (3)  Phrygian 
Galatia,  xvi:  6;   (4)   Asia,  xvi:  6-10. 

Note  the  existence  of  churches  in 
Syria  and  Cilicia. 

Who  joins  Paul  at  Lystra?  Acts 
xvi :  I. 

How  did  he  prepare  him  and  why? 
V.  3. 

Note  the  guidance  of  the  Spirit  in 
vs.  6  and  7. 

Consider  the  tremendous  importance 
of  this  leading — the  gospel  goes  to  Europe 
and  not  to  Asia. 

The  direct  influence  on  us? 

Who  joined  Paul  at  Troas?  Cf. 
"they"  in  xvi :  7  with  "we,"  "us"  in  xvi :  10. 

The  significance  of  the  vision? 

4.  Second    stage.     Through    Macedonia. 
Acts  xvi :  1 1 — xvii :  14. 

(i)     Philippi.        xvi:  12-40.        Three 
notable  conversions,   Lydia,   damsel,   jailer. 
Three    national    types,    Asiatic, 
Greek,  Roman. 

53 


Three  religious  types,  Jewess, 
Greek  Pagan,  Roman  Pagan. 

Three  social  conditions,  rich 
merchantwoman,  slave,  subordinate  officer. 

The  summary  is  an  illustration 
of  the  universality  of  the  gospel. 

(2)  Thessalonica.    xvii :  1-9. 

Luke  remains  at  Philippi.  Note 
"they,"  v.  I. 

He  rejoined  Paul  on  the  third 
journey.     xx:6. 

(3)  Berea.     xvii :  10-14. 

Silas  and  Timothy  remain  here. 
What   is   noteworthy   in   Paul's 
reception  at  Berea? 

5.  Third  stage.    Through  Achaia.    xvii: 
15 — xviii :  17. 

(i)     Athens,    xvii:  15-34. 

How  did  Paul  adapt  himself  to 
existing  conditions? 

The  results  of  the  work  in 
Athens? 

(2)     Corinth.    Acts  xviii :  1-17. 

His  stay  with  Aquila  and  Pris- 
eilla.    vs.  1-3. 

Rejection  by  Jews.    vs.  4-6. 

Welcomed  by  Gentiles,    vs.  7,  8. 

How  long  did  Paul  stay  at 
Corinth?    vs.  11,  18. 

How  was  he  employed? 

6.  Return  to  Antioch.    vs.  18-22. 

Why  did  Paul  hasten  to  Jerusalem? 
V.  21. 

The  extent  of  the  journey  from  Antioch 
back  to  Antioch  was  about  twenty-five  hun- 
dred miles,  occupying  about  two  and  a  half 
years. 

54 


7.     Results  of  the  journey. 

(i)  Paul  met  Luke,  "the  beloved 
physician,"  who  afterwards  became  his 
biographer. 

(2)  Paul  wrote  his  first  two  letters — 
First  and  Second  Thessalonians. 

(3)  Paul  made  many  converts.  Acts 
xvi:i4,  IS,  18,  33,  34,  xvii:4,  12,  34, 
xviii :  8. 

PRACTICAL  LESSON. 

The  Christian  Worker's  Message. 

Paul's  message  centered  in  such  thoughts 
as  "Jesus  Christ  and  him  crucified,"  "That 
in  all  things  he  might  have  the  preemi- 
nence."    See  Acts  xvi :  31,  xvii :  3,  xviii :  5. 

"  Yea,    thro'   life,  death,  thro'  sorrow  and  thro' 
sinning, 
He  shall  suffice  me,  for  He  hath  sufficed; 
Christ  is  the  end,  for  Christ  was  the  beginning, 
Christ  the  beginning,  for  the  end  was  Christ." 
—F.  W.  H.  Myers'  Saint  Paul. 

BIBLIOGRAPHY. 

Conybeare  and  Howson,  Vol.  I.,  pp.  292-503;  much 
can  be  omitted. 

Stalker,  paragraphs  89-108. 

Iverach,  pp.  78-119. 

Farrar,  Vol.  I.;  read  selections  from  chapters 
xxiv.  to  xxviii. 


55 


STUDY  IX. 

PAUL  THE  MISSIONARY.— Continued. 
(For  Daily  Readings  see  page  121.) 

References.  Study  carefully,  with  Revised  Ver- 
sion (and  Greek),  Acts  xviii:  23  to  xxi:  15  (omit 
matter  studied  under  other  headings).  Draw  a 
map  of  the  journey. 

Most  of  the  time  during  the  third  journey 
was  spent  at  Ephesus,  the  capital  of  Asia.  It 
would  be  well  therefore  to  know  something 
about  its  commerce,  for  it  was  a  meeting- 
place  for  the  nations ;  its  worship,  for  there 
was  the  magnificent  temple  of  Diana  with 
its  one  hundred  and  twenty-seven  columns, 
each  the  gift  of  a  king;  its  belief  in  magic, 
Ephesian  letters,  amulets,  etc.,  in  place  of 
which  superstition  Paul  would  supply  the 
liberating  gospel  of  Christ.  (Concise  three- 
minute  papers  might  be  prepared  on  these 
subjects.) 

Third   Journey.     Acts   xviii:   23   to 
xxi:  15. 

1.  Revisitation  of  Galatia  and  Phrygia. 
xviii :  23. 

What  was  the  starting-point  of  the 
journey  and  the  reason  for  the  revisitation? 
Cf.  xiv :  21-23. 

2.  Paul's  stay  at  Ephesus.    xix :  1-41. 
Why    did    Paul    return    to    Ephesus? 

xviii :  20,  21. 

57 


What  was  the  teaching  at  Ephesus 
regarding  baptism,  by  Apollos?  xviii:24- 
28;  by  Paul?     xix:  1-7. 

Note  that  two  years  and  three  months' 
labor  are  condensed  into  xix:  8-12. 

A  picture  of  the  triumph  of  Chris- 
tianity over  superstition,    xix:  13-20. 

What  reasons  for  the  uproar  of  xix: 

23-41 ? 

What  results  of  Paul's  three  years  of 
labor?    Acts  xix:  10,  xx:3i. 

See  Epistle  to  Ephesians  and  Rev. 
ii :  1-7. 

3.  Revisitation  of  Macedonia  and  Greece. 
Acts  XX :  1-6. 

Note  the  places  visited  and  the  com- 
panions. 

He  stopped  at  Troas  expecting  to  meet 
Titus  (II.  Cor.  ii:i2,  13)  with  news  of 
the  effect  of  I.  Cor. 

4.  The    journey    home.      Acts     xx:6 — 
xxi:  15. 

(i)  Restoration  of  Eutychus.  xx: 
7-12. 

(2)  Route  from  Troas  to  Miletus. 
XX :  13-16. 

(3)  Farewell  to  Ephesian  elders  at 
Miletus.    XX :  17-38. 

(4)  Events  during  the  rest  of  the 
journey.    Acts  xxi :  1-17. 

5.  Results  of  the  journey. 

(i)  Paul  strengthened  the  churches. 
Acts  xviii:23,  27,  xx:  i,  2,  17,  seq. 

(2)  Paul  promoted  a  collection  for 
the  poor  at  Jerusalem.     Gal.  ii :  10 ;  Rom. 

58 


xv:25;    I.    Cor.   xvi:i-4;    II.    Cor.    ix :  2-4, 
12,  13- 

(3)  Paul  wrote  five  letters:  First 
and  Second  Corinthians,  Galatians  and 
Romans,  and  another  letter  to  the  Corinth- 
ians which  has  been  lost.     See  I.  Cor.  v :  9. 


PRACTICAL  LESSON. 

The  Christian   Worker's  Motive. 

If  Paul  were  asked  to  state  the  motive 
of  his  labors  he  could  sum  it  up  in  the 
words  of  his  Master,  "to  do  the  will  of  him 
that  sent  me"  (John  vi :  38.  Cf.  Acts  xxi : 
13,  14).  There  can  be  no  higher  motive  for 
a  God-sent  man  in  any  sphere  of  life.  The 
propelling  power  in  such  a  man  is  the  con- 
straining love  of  Christ  (II.  Cor.  v:  14). 

BIBUOGRAPHY. 

Conybeare  and  Howson,  Vol.  II.,  pp.  1-294. 
Stalker,  paragraphs  109-114. 
Iverach,  pp.  129-157. 

Farrar,  Vol.  II.,  chapter  xxxi.  and  chapter  xL, 
pp.  272-292. 


59 


STUDY  X. 

PAUL  THE  COMPANION  AND 
FRIEND. 

(For  Daily  Readings  see  page  121.) 

References.  Study  carefully,  with  Revised  Ver- 
sion (and  Greek),  the  texts  referred  to. 

Carlyle  in  Sartor  Resartus  speaks  of 
"the  now  obsolete  sentiment  of  friendship," 
and  in  these  rushing  modern  times  we  are 
bidden,  if  we  would  not  lose  friends,  to 
"keep  our  friendships  in  repair."  From 
Paul  we  may  learn  some  of  the  elements 
of  true  friendship,  its  faithfulness, — "faith- 
ful are  the  wounds  of  a  friend," — its  con- 
stancy,— "once  a  friend  always  a  friend," — 
its  ardency,  its  eternity.  We  may  compare 
Paul  and  his  friends  with  Christ  and  His 
friends. 

Barnabas  and  Paul. 

I.    Facts  about  Barnabas, 
(i)     Name.    Acts  iv  136. 

(2)  Relationship     to     John     Mark. 
Col.  iv :  ID. 

(3)  Of  a  religious  order.  Acts  iv :  36. 

(4)  Inhabitant     of     Cyprus.       Acts 
iv :  36. 

60 


(5)  Personal  appearance.  Acts 
xiv :  12. 

(6)  His  character.  Acts  xi :  24,  iv : 
36,  xiv :  12,  iv :  37. 

2.  The  colaborers. 

What  brought  Paul  and  Barnabas  to- 
gether ?    Acts  ix :  27. 

How  did  Barnabas  show  his  apprecia- 
tion of  Paul's  ability  ?    Acts  xi :  22-26. 

Duration  and  results  of  their  joint 
labors  in  Antioch  ?    Acts  xi :  26. 

On  what  service  did  they  go  to  Jeru- 
salem together  ?    Acts  xi :  29,  30,  xii :  25. 

The  extent  of  their  joint  missionary 
travels?    Acts  xiii,  xiv. 

On  what  occasion  did  the  two  go  a 
second  time  to  Jerusalem?  Gal.  ii:i,  9; 
Acts  XV :  2,  12,  30. 

What  further  labors  at  Antioch? 
Acts  XV :  35. 

3.  The  separation. 

What  difference  in  creed  led  to  the 
separation?    Gal.  ii:ii,  13. 

What  difference  in  practice  led  to  the 
separation  ?    Acts  xv :  36-39. 

What  results  followed  the  contention? 
Acts  XV :  40,  41. 

"Paul  had  to  part  in  anger  from  the 
man  to  whom  he  probably  owed  more  than 
to  any  other  human  being;  and  Barnabas 
was  separated  from  the  grandest  spirit  of 
the  age."     Stalker. 

61 


"  That  to  be  wroth  with  one  we  love 

Doth  work  like  madness  in  the  brain; 
And  each  spake  words  of  high  disdain 
And  insult  to  his  heart's  best  brother. 

They  parted— ne'er  to  meet  again; 
But  never  either  found  another 
To  free  the  hollow  heart  from  paining." 

— Coleridge's  '•'■Christabel.^' 

Silas  and  Paul. 

What  was  the  standing  of  Silas  in  the 
Jerusalem  church  ?    Acts  xv :  22. 

What  function  did  Silas  discharge  as  a 
prophet  ?     Acts  xv :  32. 

Paul's  companion  on  second  missionary 
journey.  Acts  xv:40 — xxi:i7.  Note  Ro- 
man citizenship,  xvi :  37.  Willing  to  en- 
dure hardness,     xvi :  19. 

Special  work  at  Berea,  xvii :  14,  and  at 
Corinth,  xviii :  5  ;  II.  Cor.  i :  19. 

What  traits  did  he  have  in  common  with 
Paul? 

Timothy  and  Paul. 

What  is  known  of  Timothy's  early  home 
and  religion  ?  Acts  xvi :  i,  2,  3 ;  I.  Tim.  i :  2 ; 
II.  Tim.  iii:  15. 

How  did  Timothy  assist  Paul?  Acts 
xvii :  14,  xviii :  5 ;   I.  Thess.  iii :  2 ;   I.  Tim. 

1:3. 

A  companion  on  the  last  journey  to  Jeru- 
salem.   Acts  XX :  4. 

Paul's   regard   for   his   spiritual   welfare. 

I.  Tim.  i :  18,  iii :  15,  iv :  14,  v :  21,  vi :  11. 
Paul's  affection   for  him.     I.   Tim.   i :  2 ; 

II.  Tim.  i :  2 ;  Phil,  ii :  19-23 ;  I.  Cor.  iv :  17, 
xvi :  10 ;  II.  Tim.  iv :  9. 

62 


Their  names  are  associated  in  six  of 
Paul's  letters. 

What  dissimilarities  may  have  attracted 
the  one  to  the  other? 

Luke  and  Paul. 

Where  did  Luke  join  Paul?  Acts  xvi : 
8-10.     "We,"  "us." 

What  indications  that  Luke  remained  at 
Philippi?  Acts  xvi:  40,  and  that  he  rejoined 
Paul  ?  Acts  XX :  6,  xxi :  15,  xxvii :  i. 

Study  the  references  to  Luke  in  Paul's 
Epistles.  Philem.  24;  Col.  iv:  14;  II.  Tim. 
iv:  II. 

Note  the  practical  combination  of  the  in- 
dustrial with  the  medical  missionary. 

Luke  shared  Paul's  journeys,  dangers,  and 
shipwrecks;  cheered  his  imprisonment  and 
became  his  biographer. 

"  Two  converts  watching  side  by  side, 
Alike  his  love  and  greetings  share: 
Luke  the  beloved,  the  sick  soul's  guide, 
And  Demas,  named  in  faltering  prayer." 
Keble's  Christian  Year. 

Paul  and  Other  Friends.     Rom.  xvi. 

It  has  been  said  of  Paul  that  "he  had  a 
thousand  friends  and  loved  each  as  his  own 
soul,  and  seemed  to  live  a  thousand  lives  in 
them,  and  to  die  a  thousand  deaths  when 
he  must  quit  them." 

Had  Paul  learned  the  secret  of  true 
friendship  ?  John  xv :  13.  The  common 
bond  between  Paul  and  his  friends? 

63 


PRACTICAL  LESSON. 

Christian  Love  the  Highest  Friendship. 

The  deepest  soul-satisfaction  in  this  world 
springs  from  that  fellowship  which  we  have 
one  with  another,  because  of  our  common 
bond  in  Christ. 

"  Blest  be  the  tie  that  binds 

Our  hearts  in  Christian  love; 
The  fellowship  of  kindred  minds 
Is  like  to  that  above." 

— Faucet  t. 

BIBLIOGRAPHY. 

Conybeare  and  Howson,  Barnabas,  Timothy 
and  Luke  in  Index. 

Stalker,  paragraphs  71,  72,  79-82,  90,  91. 

Iverach,  pp.  69-71,  78,  87. 

Farrar,  Barnabas,  Timothy,  and  Luke  in  Index. 

Read  St.  Luke  and  St.  Barnabas  in  the  Christian 
Year. 

Trumbull's  book,  Friendship  the  Master  Pas- 
sion, and  Emerson's  essay  on  Friendship  will  yield 
some  good  thoughts. 

Ian  Maclaren's  chapter  on  "  The  Goodman  of  the 
House,"  in  The  Upper  Room,  tells  of  Christ's 
private  friends. 

Companionship  vs.  Friendship,  in  Homiletic 
Review,  February,  1895. 

Companion  Characters,  by  Hill,  p.  278. 


64 


STUDY  XI. 

PAUL  THE  LABORER. 
(For  Daily  Readings  see  page  121.) 

References.  Study  carefully,  with  Revised  Ver- 
sion (and  Greek),  the  texts  referred  to. 

Some  men  work  through  fear,  and  it  is 
slavery;  some  through  desire  of  gain  sim- 
ply, and  it  is  sordidness;  some  through  the 
joy  of  activity,  and  it  is  less  sordid  yet  not 
the  highest  motive.  Kipling  writes  of  the 
time 

"  When  only  the  Master  shall  praise  us,  and  only 

the  Master  shall  blame; 
And  no  one  shall  work  for  money,  and  no  one 

shall  work  for  fame; 
But  each  for  the  joy  of  the  working,  and  each  ia 

his  separate  star, 
Shall  draw  the  thing  as  he  sees  it,  for  the  God  of 

things  as  they  are." 

Paul  rose  above  servility,  acquisitiveness, 
and  the  mere  joy  of  the  working,  to  the  la- 
bor impelled  by  love,  and  has  thus  set  the 
highest  standard  for  all  workers. 

Trades  Among  the  Jews. 

Trades  mentioned  in  the  New  Testament. 
Mark  vi :  3,  cf.  Matt,  xiii :  55 ;  Acts  ix :  43, 
xvi :  14,  15,  xix :  24 ;  IL  Tim.  iv :  14. 

The  three  great  duties  of  Jewish  parents 
6« 


to  a  son:     (i)  Circumcision;  (2)  teaching 
the  law;  (3)  teaching  a  trade. 

"If  a  man  does  not  teach  his  son  a  trade 
he  teaches  him  to  steal."  Talmud.  Cf. 
Eph.  iv :  28. 

"It  was  customary  for  every  rabbi  to  learn 
a  trade,  for  according  to  the  law  they  were 
not  allowed  to  receive  pay  for  their  advice 
and  instruction.  But  there  were  many  ways 
of  evading  this,  and  probably  very  few  rab- 
bis actually  lived  from  the  income  of  their 
trade."     Thatcher,  Apostolic  Church,  p.  95. 

The  following  description  of  tradesmen 
in  a  Jewish  synagogue  may  explain  how 
Paul  found  Aquila  and  Priscilla:  "The 
people  did  not  sit  mixed  together,  but  gold- 
smiths by  themselves,  and  silversmiths  by 
themselves,  and  ironworkers  by  themselves, 
and  miners  by  themselves,  and  weavers  by 
themselves ;  and  when  a  poor  man  came 
there  he  recognized  the  members  of  his 
craft  and  went  there,  and  from  there  was 
his  support  and  that  of  the  members  of  his 
family." 


Paul's  Trade.     Acts  xviii:  1-3. 

What  material  did  Paul  use  in  his  trade? 
Significance  of  the  name?  Compare  Song 
of  Solomon,  i :  5 ;   Rev.  vi :  12. 

As  Peter  the  fisherman  was  called  to 
catch  men  (Mark  i:  17),  and  David  the 
shepherd  was  called  to  feed  them  (Psa. 
Ixxviii :  70-72) ,  so  Origen  says  Paul  the 
tent-maker  shall  become  the  maker  of  ever- 

66 


lasting  tabernacles.  "For  he  is  building 
heavenly  tabernacles  when  he  teaches  the 
way  of  salvation  to  any  one  of  us,  and 
shows  us  the  way  to  the  blessed  mansions 
in  the  heavens." 

Paul's  Motives  as  a  Laborer. 

1.  Self-support.  Acts  xx:  33,  34;  I.  Tim. 
v:  18;  Titus  iii:  14. 

Labor  viewed  as  means  to  an  end. 
like  the  shoemaker,  who,  when  asked  what 
his  business  was,  said  that  his  business 
was  to  glorify  God,  but  he  made  shoes  to 
pay  living  expenses. 

2.  Example.  Acts  xx :  35,  R.  V.,  *Tn  all 
things  I  gave  you  an  example."  II.  Thess. 
iii :  9. 

Compare  Tolstoi's  practical  method 
of  enforcing  his  ethical  system.  See  "My 
Religion." 

3.  Charity.     Acts  xx :  35. 

Paul  learns  the  lessons  of  charity 
from  Him  Who  gave  Himself.  Cf.  Eph. 
iv :  28. 

4.  Independence.  I.  Thess.  iiip;  II. 
Thess.  iii:  8-12. 

Who  does  not  admire  such  a  spirit  I 
"May    thy    precious     sweat    of    toil 
lighten  our  labors." 

"May  thy  faithfulness  in  daily  la- 
bors make  us  faithful  in  our  part."  Mo- 
ravian Liturgy. 

67 


PRACTICAL  LESSON. 

Every  Honorable   Occupation  is  a  Divine 
Ministry. 

"God  does  not  reckon  by  the  shape  of 
your  tools,  but  the  place  of  your  work;  so 
that  a  man  does  his  work  ministering  to  the 
soul  and  the  body,  doing  his  work  in  the 
love  of  the  Christ  of  God  and  for  His 
glory;  then  it  is  accepted.  The  chief  point 
is,  not  what  are  you  doing  as  they  publish 
it  in  the  directory,  or  over  the  store;  not 
what  are  you  doing,  as  men  name  it  in  the 
profession;  the  one  great  dividing  question 
of  life  is,  'Is  the  work  that  you  or^  doing, 
the  work  to  which  God  calls  you  ?' "  Alex. 
McKenzie. 

"  Think  not  if  thou  art  not  called 
To  work  in  mission  fields 
Of  some  far  distant  clime, 
That  thine  is  no  grand  mission. 
Every  deed  that  comes  to  thee, 
In  God's  appointed  time, 
Is  just  the  greatest  deed  that  thine  can  be, 
Since  God's  high  will  appointed  it  to  thee. 

"  No  service  in  itself  is  small, 
Nor  great,  though  earth  it  fill; 
But  that  is  small  which  seeks  its  own. 
And  great  which  seeks  God's  will." 


68 


BIBLIOGRAPHY. 

Conybeare  and  Howson,  Vol.  I.,  p.  58. 
Stalker,  paragraph  20. 
Iverach,  p.  116. 

Farrar,  Vol.  I.,  pp.  93,  24,  559-561. 
Jewish  Artisan  Life,  by  Delitzsch. 
Jewish  Social  Life,  by  Edersheim. 
The  Religious  Conception  of  Labor,  in  the  Out- 
look, June  29,  1895. 
Brough,  The  Early  Life  of  our  Lord,  chapter  xi. 
Hepworth,  Hiram  Golf's  Religion. 


STUDY  xn. 

REVIEW. 


69 


STUDY  XIII. 

PAUL  THE  PREACHER. 

(For  Daily  Readings  see  page  121.) 

References.  Study  carefully,  witti  Revised  Ver- 
sion (and  Greek),  Acts  xiii:  16-41,  xvii:  22-31. 

Of  the  three  of  Paul's  sermons  preserved 
in  the  Acts,  we  study  two,  one  to  Jews  and 
one  to  Gentiles.  In  preaching  to  the  Jews, 
who  relied  upon  Scripture,  Paul  appealed 
to  historical  facts  and  to  prophecy.  But  to 
his  pagan  hearers,  with  whom  Scripture 
would  go  for  naught,  he  appealed  to  the 
darkened  conscience,  endeavoring  to  turn 
them  from  the  vanity  of  idol-worship  and 
other  sin  to  the  invisible  true  God  revealed 
in  Jesus  Christ. 

Sermon  at  Antioch  (to  Jews).     Acts 
xiii:  16-41. 

Theme:    Jesus  the  Messiah. 
I.    Historical  introduction,    vs.  16-22. 
Compare  Stephen's  historical  method. 
Acts  vii. 

Connect  "God"  and  "he"  in  the  verses. 
What  is  the  predominant  thought  of 
the  section? 

70 


2.  The  text.    v.  23. 

This  promise  is  the  keynote  of  the 
sermon. 

Compare  Stephen's  keynote,  ingrati- 
tude. 

3.  The  proofs,    vs.  24-29. 

(i)  The  declaration  of  the  forerun- 
ner,   vs.  24,  25. 

(2)  The  Scriptures  fulfilled  in  the 
condemnation  and  death,    vs.  26-29. 

(3)  The  resurrection  according  to 
the  Scriptures,    vs.  30-37. 

4.  The  application,    vs.  38-41. 

How  does  Paul  assert  that  men  are 
freed  from  sin  and  set  right  before  God? 

The  germ  of  what  epistles  is  found 
here? 

Sermon     at    Athens    (to    Gentiles). 
Acts  xvii:   22-31. 

Theme :     The  True  God. 

1.  The  unknown  God.    vs.  22,  23. 

How  does  the  introduction  illustrate 
Paul's  tact? 

What  is  his  true  purpose  in  using  the 
inscription  as  a  text? 

2.  Creator,     vs.  24-27. 

How  is  this  view  opposed  to  the  Epi- 
curean view  of  God? 

"Epicureanism  was  yet  further  [than 
Stoicism]  from  inspiration  to  nobleness. 
Atheistic  and  materialistic,  the  followers  of 


this  easy-going  philosophy  scoffed  at  the 
notions  which  hinted  of  a  Creator,  a  moral 
government,  or  a  life  for  man  beyond  the 
grave."  Selden,  In  the  Time  of  Paul, 
pp.  107,  108. 

3.  Preserver,     v.  28. 

How  is  this  view  opposed  to  the 
Stoic's  view  of  God? 

"God  was  the  soul  of  the  universe 
from  Whom  all  things  come,  to  Whom  all 
things  return,  in  cycles  which  are  repro- 
duced in  a  rhythmic  manner,  governed  by 
unchanging  law."  Iverach,  St.  Paul, 
p.  109. 

Thus  the  Stoic's  view  was  pantheistic. 

4.  Father,    v.  29. 

What  a  vast  difference  between  the 
Christian  conception  of  God  as  Father,  and 
the  pagan  conception  of  God  as  progenitor ! 

"  From  Jove  begin  we — who  can  touch  the  string, 
And  not  harp  praise  to  heaven's  eternal  king? 
He  animates  the  mart  and  crowded  way. 
The  restless  ocean  and  the  sheltered  bay. 
Doth  care  perplex?    Is  lowering  danger  nigh? 
We  are  His  offsprings  and  to  Jove  we  fly." 

—Aratas  of  Cilicia  {about  270  B.  C).     Trans, 
by  Lewin.  Life  and  Epistles  of  Paul ^  I.  284. 

5.  Judge,    vs.  30,  31. 

By  whom  will  God  judge  the  world? 
Rom.  ii :  16 ;  I.  Cor.  iv :  5. 

Characteristics  of  Paul's  Preaching. 

I.    His  Method. 

(i)  Reasoning  from  the  Scripture. 
Acts  xvii :  2,  3. 

72 


(2)  Seeking  common  ground — with 
the  Jews,  the  Scriptures — with  the  heathen, 
Acts  xvii :  23,  ^. 

(3)  The  use  of  a  text.  Acts  xiii : 
23,  xvii:  23. 

(4)  The  historical  method.  Acts 
xiii :  16-22. 

Compare     Christ's     method     of 
preaching. 

2.     The  effects  of  his  preaching. 

Belief,  mockery,  and  procrastination. 
Acts  xvii :  4,  12,  32,  34. 

Compare  the  effects  of  Christ's 
preaching. 

Compare  Paul  with  Christ  as  preacher 
in  (i)  boldness;  (2)  power;  (3)  gracious- 
ness;  (4)  authority.  We  may  say  of  Paul 
as  Prof.  Blackie  wrote  of  John  McNeill : — 

"  Well,  here  's  a  man  who  knows  what  preaching 
means,— 

Not  with  nice  phrase  to  make  a  sounding  show. 
As  studied  player  struts  before  the  scenes, 

But  with  a  weighty  arm,  blow  upon  blow, 
To  smite  each  crested  sinner's  haughty  head 

Direct  from  God.    The  time  had  need  of  such, 
'Mid  seas  of  godless  people  widely  spread 

To  thrill  the  numb  soul  with  electric  touch 
Of  heaven-lit  truth.    Ev'n  go  thy  way,  and  preach 

On  the  old  gospel's  heart-assailing  plan, 
And  cut  the  gangrene,  like  a  practiced  leech. 

With  firm,  sure  hand,  and  fear  no  face  of  man; 
Call  vile  things  vile;  wash  the  fair  paint  from  sin, 
And  give  to  glare  of  day  the  foul-faced  sore 
within." 


73 


PRACTICAL  LESSON. 

The  Universal  Effectiveness  of  the  Gospel 
Message. 

"There  is  a  sense  in  which  preaching 
must  be  the  same  in  all  ages,  dealing  as  it 
does  with  the  everlasting  evangel  of  the 
Divine  love.  There  is  a  sense  in  which 
preaching  must  differ  with  every  age,  ad- 
dressed as  it  ought  to  be  to  the  changing 
conditions  of  life  and  thought.  Christ  is 
not  one,  but  many;  and  therein  He  has 
proved  Himself  the  Son  of  man  and  the 
Saviour  of  the  world.  There  is  the  Eternal 
Spirit,  which  is  the  Spirit  of  God,  and  there 
is  the  time  spirit,  which  is  the  spirit  of  man. 
He  who  feels  the  breath  of  the  human 
spirit  only  is  a  secularist — ^there  are  such, 
although  they  know  it  not,  in  the  Christian 
pulpit — and  he  who  feels  the  breath  of  the 
Divine  Spirit  only  is  an  ascetic.  It  is  best 
when  the  soul  lies  open  to  both  influences, 
for  so  the  preacher  is  in  touch  with  God 
and  man,  a  go-between  and  a  Mediator." 
Watson,  The  Cure  of  Souls,  p.  67. 

BIBLIOGRAPHY. 

Conybeare  and  Howson,  Vol.  I.,  pp.  207-217,  443- 
450. 

Stalker,  paragraphs  84, 104, 105. 

Iverach,  pp.  51,  52,  107-114. 

Farrar,  Vol.  I.,  pp.  371-376,  530-552. 

Paul  the  Preacher,  by  John  Eadie,  D.  D. 

Yale  Lectures  on  Preaching,  by  Beecher,  Vol, 
I.,  pp.  6,  80,  208. 

Ad  Clerum  in  None  Like  it,  by  Parker. 


74 


STUDY  XIV. 

PAUL  THE  PASTOR. 

(For  Daily  Readings  see  page  122.) 

References.  Study  carefully,  with  Revised  Ver- 
sion (and  Greek),  Acts  xiv:  21-28,  xx:  17-38;  I.  Cor. 
xvi:  1,  2. 

Paul  was  a  powerful  preacher,  but  he 
was  also  an  effective  pastor,  organizing 
churches,  correcting  abuses,  regulating 
gifts,  and  taking  a  personal  interest  in 
everybody.  Dr.  Cuyler  says  of  the  sainted 
McCheyne  that  "his  ministry  was  richly 
successful  largely  because  he  kept  in  touch 
with  his  people  and  was  a  pastor  as  well  as 
a  powerful  preacher."  Again  he  says, 
"Faithful  pastoral  labor  requires  brains, 
and  patience,  and  consecration."  Study 
Paul  from  this  point  of  view  and  measure 
the  influence  of  his  personal  oversight  of 
the  churches  and  of  individuals. 

Glimpses  of  a  Pauline  Church.     Acts 
xiv:  21-28;  I.  and  II.  Cor. 

I.     Organization.     Acts  xiv:  23. 

"Elders,"  translated  from  i-rriaKowos 
and  irpe<T^irrepos,  the  first  referring  to  the 
duties  of  the  office — overseeing,  bishoping; 
and  the  second  to  the  rank. 

What  other  orders  in  the  early 
church  ?    Luke  vi :  13 ;  Acts  vi :  1-6. 

75 


2.  Missionary  meeting.     Acts  xiv :  27. 

Note  that  they  did  not  tell  what  they 
had  done,  but  "all  that  God  had  done  with 
them."    What  events  would  they  rehearse? 

3.  The    church    in    the   home.     I.    Cor. 
xvi :  19 ;  Rom.  xvi :  5 ;  Acts  xx :  8. 

Hence  what  may  "house  to  house" 
mean  in  Acts  xx:20? 

The  greatest  of  pastors  have  been 
house  to  house  visitors — Spurgeon,  Hall, 
Cuyler,  Taylor,  etc. 

4.  Abuses  in  the  church. 

(i)  What  was  the  nature  of  the  dis- 
sensions?    I.  Cor.  i:  10-12. 

(2)  Immorality.     I.    Cor.   v :  i,   seq. 

(3)  Profanation  of  Lord's  Supper. 
I.  Cor.  xi :  17,  seq.  How  these  must  have 
torn  the  heart  of  this  pastor  who  regarded 
the  Corinthian  church  so  tenderly !  I.  Cor. 
iv :  14,  15. 

5.  Gifts  in  the  church.    I.  Cor.  xii.  to  xiv. 
Note  how  the  pastor  regulates  their 

use. 

Do  any  of  these  gifts  still  exist? 

Pastoral  Address  to  Elders.       Acts 
xx:  17-38. 

I.     Pen  picture  of  the  pastor. 

(i)  Faithfulness.  "Kept  back  noth- 
ing." V.  20.  Picture  of  a  ship  under  full 
sail.  ^'!r€<rTei\dfj.'r]v="l  have  not  wrapped  up 
the  sail."    "Night  and  day."    v.  31. 

76 


(2)  Humility,  v.  19.  See  I.  Cor. 
XV :  9,  10:  "Least  of  all  the  apostles." 
Where  did  Paul  learn  humility?  Phil, 
ii:  i-ii. 

(3)  Tenderness.  "Tears."  vs.  19, 
31.    The  apostle  of  love.    I.  Cor.  xiii. 

(4)  Heroism.  "Lying  in  wait  of 
Jews."  V.  19.  Compare  v.  3.  "Bonds  and 
afflictions."    vs.  22,  23. 

(5)  Consecration.  "I  count  not  my 
life."     V.  24. 

(6)  Unselfishness.  Wolves  may  en- 
ter. V.  29.  Has  an  eye  to  their  future 
welfare.     Absence  of  covetousness.     v.  ^2. 

(7)  Industry.  "These  hands."  Ac- 
companied probably  by  a  gesture,    v.  34. 

Like  Goldsmith's  pastor, — 

"  In  his  duty  prompt  at  every  call, 
He  watched  and  wept,  he  prayed  and  felt  for  all; 
And,  as  a  bird  each  fond  endearment  tries 
To  tempt  its  new-fledged  offspring  to  the  skies, 
He  tried  each  art,  reproved  each  dull  delay. 
Allured  to  brighter  worlds,  and  led  the  way." 

2.     Counsel  to  the  elders. 

(i)  "Take  heed  to  yourselves." 
v.  28.  Exhortation  to  personal  integrity. 
"Be  living  epistles." 

(2)  "Take  heed  to  all  the  flock." 
v.  28.  Is  this  the  present-day  conception  of 
the  church? 

(3)  "Feed  the  church."  v.  28.  A 
pastor's  first  duty  to  his  flock. 

(4)  "Watch."  V.  31.  A  pastor's 
second  duty  to  his  flock. 

(5)  "Support  the  weak."  v.  35. 
Cf.  Gal.  vi :  i. 

77 


Institution  of  Systematic  and  Pro- 
portionate Giving.     I.  Cor.  xvi; 

What  are  the  advantages  of  such  a 
method?  What  is  the  fundamental  princi- 
ple involved?     I.   Cor.   iv:i. 


PRACTICAL  LESSON. 

"I  am  the  Good  Shepherd  (Latin — Pastor) 
and  I  Know  Mine  Own.    John  x:  14. 

The  good  shepherd  now,  as  then,  has  sym- 
pathetic knowledge  of  his  people's  needs 
and  desires,  the  ability  of  leadership,  and 
the  spirit  of  sacrifice  which  is  willing  to 
bear  the  burdens  of  others.  These  are 
found  in  perfection  in  Christ,  therefore  He 
is  the  Good  Shepherd  from  Whom  all  true 
under-shepherds  learn  these  pastoral  in- 
stincts. 

BIBLIOGRAPHY. 

Conybeare  and  Howson,  Vol.  I.,  chapter  xiii.; 
Vol.  II.,  pp.  267-272. 
Stalker,  chapter  viii. 
Iverach,  pp.  123-128,  146,  147. 
Farrar,  Vol.  II.,  pp.  281-284. 
How  to  be  a  Pastor,  by  Cuyler. 
Pliny's  Epistle  (xcvii.)  to  Trajan. 
First  and  Second  Corinthians. 


78 


STUDY  XV. 

PAUL  THE  MIRACLE  WORKER. 

(For  Daily  Readings  see  page  122.) 

References.  Study  carefully,  with  Revised  Ver- 
sion (and  Greek),  Acts  xiv:  8-10,  xvi:  16-18,  xix:  11, 
12,  XX :  7-12,  xxviii:8-10. 

Like  the  miracles  of  Jesus  those  by  Paul 
are  chiefly  deeds  of  mercy,  especially  of 
healing.  The  power  to  work  miracles  was 
inherent  in  Jesus,  being  an  outcome  of  the 
Divine  fullness  that  dwelt  in  Him,  while 
with  Paul  it  was  a  delegated  power,  not 
always  present,  but  available  only  when 
some  great  end  justified  the  means.  There 
is  much  room  for  difference  of  explanation, 
occasioned  chiefly  by  the  revelations  of 
modern  science,  which  help  us  to  explain 
naturally  some  phenomena  that  in  Paul's 
day  seemed  supernatural. 

Elymas  Struck  Blind.     Actsxiii:    6- 
12. 

1.  Nature  of  the  miracle. 

A    miracle    of   judgment.      Cf.    Matt, 
xxi:  18;  Mark  xi :  12. 

2.  Means  used. 

Fixed  gaze  (v.  9)  and  suggestion,  the 
phenomena  of  hypnotism. 

79 


3.  Effects. 

(i)  On  Elymas,  temporary  blind- 
ness. Note  the  doctor's  careful  descrip- 
tion; mist,  darkness,  groping,    v.  ii. 

(2)  On  the  proconsul,  belief,  v.  12. 
Gilbert  says  (Student's  Life  of  Paul,  p.  75) 
that  it  was  a  "faith  mingled  with  supersti- 
tion and  ignorance."  But  note  other  ele- 
ments in  vs.  7,  12. 

4.  Spiritual  meaning  and  significance. 

Christianity  frees  the  human  mind 
from  slavery.    Cf.  John  viii :  32. 

5.  The  source  of  Paul's  power. 

"The  Holy  Ghost."  v.  9.  "The  hand 
of  the  Lord."    v.  10. 

The   Healing  of  a  Cripple.        Acts 
xiv:  8-18. 

1.  Nature  of  the  miracle. 

It  might  be  classed  with  those  where 
faith  was  required  by  Christ.  Matt,  xiii :  58 ; 
Mark  ix :  23 ;  Luke  viii :  48,  xviii :  42. 

In  what  respects  different  from  Pe- 
ter's miracle  of  a  similar  nature  (Acts 
iii:6-8)? 

Note  the  doctor's  diagnosis,    v.  8. 

2.  Means  used. 

Same  as  in  previous  miracle,  except 
that  it  should  be  noted  here,  that  there  is  no 
authenticated  case  on  record  of  congenital 
disease  cured  by  hypnotic  means. 

80 


3.  Effects. 

(i)  On  the  cripple,  v.  lo.  "He 
leaped  up"  (aorist  tense — single  act),  "and 
walked"    (imperfect  tense — continued  act). 

(2)     On  the  people,     v.  11. 

4.  Spiritual  meaning  and  significance. 

A  reward  of  faith,  v.  9.  Evidently 
there  was  moral  preparation  on  the  cripple's 
part. 

5.  The  source  of  Paul's  power. 

"An  incontestable  proof  of  direct  Di- 
vine power,  working  through  Paul  and 
guaranteeing  his  message  ....  as  of  Di- 
vine origin"  (Ramsay,  St.  Paul  the 
Traveller,  p.  115). 

The   Cure    of   Publius'    father    and 
Others.     Acts  xxviii;  8-10. 

1.  Nature    of    the    miracles.      Cf.    Luke 
iv :  38. 

2.  Means  used. 

Prayer  and  laying  on  of  hands,  v.  8. 
Cf.  James  v :  14,  15. 

3.  Effects. 

(i)  Publius'  father  and  others 
healed,    vs.  8,  9. 

(2)  Paul  and  the  company  received 
honors  and  gifts,     v.  10. 

4.  Spiritual  meaning  and  significance. 
Probably  the  same  as  in  medical  mis- 
sions, reaching  the  soul  through  the  body. 

81 


5.    The  source  of  Paul's  power. 

In  addition  to  prayer  (v.  8),  we  must 
infer,  on  the  part  of  the  recipients,  faith  in 
Paul  as  a  Divine  messenger. 


The  two  following  miracles  are  capable 
of  widely  different  explanations.  The  maid 
of  Acts  xvi :  i6  may  be  regarded  as  demon- 
possessed,  or  as  a  ventriloquist;  and  the 
case  of  Eutychus  may  be  viewed  as  a  re- 
storation from  death  to  life  (so  Ramsay), 
or  as  a  resuscitation  (so  Gilbert  and  Cone). 


The    Maid   Possessed    of    a    Spirit. 
Acts  xvi:  16-18. 

If  the  miracle  is  regarded  as  a  case  of 
demoniacal  possession,  compare  Mark  i :  25, 
34;  Luke  iv:3i,  it  would  then  be  in  ful- 
fillment of  Mark  xvi:  17;  Luke  ix:  i. 

In  any  case  it  shows  that  an  intel- 
lectual perception  of  the  truth  of  Chris- 
tianity is  not  sufficient,  and  its  spiritual 
significance  lies  in  the  freedom  of  the  hu- 
man mind  from  slavery,  which  Christianity 
secures. 


The  Restoration  of  Eutychus.    Acts 
XX :  7-12. 

If  the  miracle  is  regarded  as  a  resurrec- 
tion, see  also  I.  Kings  xvii :  21 ;  II.  Kings 
iv:34;  Matt,  ix:  18-24;  Acts  ix:  36-41. 

82 


Prof.  Ramsay  says,  "In  this  case  the  au- 
thor vouches  that  Eutychus  was  dead,  im- 
plying apparently  that,  as  a  physician,  he 
had  satisfied  himself  on  the  point"  (St.  Paul 
the  Traveller,  p.  290).  Prof.  Gilbert  on  the 
other  hand  says,  "There  is  no  suggestion 
that  Paul  thought  of  restoring  a  dead  per- 
son to  life"  (The  Student's  Life  of  Paul, 
p.  170). 


Special  Miracles.     Acts  xix:  11,  12. 

These  miracles  stand  in  a  class  by  them- 
selves as  distinguished  from  the  others  at- 
tributed to  Paul.  They  may  be  classed 
with  Matt,  ix:  20-22  and  Acts  v:  12-16, 
where  the  virtue  was  not  in  Christ's  gar- 
ment or  in  Peter's  shadow,  but  in  the  faith 
of  the  recipients.  So  here  we  must  predi- 
cate faith.  The  cures  were  the  rewards, 
not  of  the  superstition,  but  of  the  faith. 

What  was  the  source  of  Paul's  power? 

V.    II. 

"It  is  God  that  works.  We  are  but  the 
instruments.  We  deserve  no  reward  for 
what  (jod  does  by  us,  and  can  claim  no 
merit  for  it,  any  more  than  we  could  dream 
of  ascribing  any  merit  to  the  sling  and 
stone  and  sword  with  which  David  slew 
Goliath."    Tyndale. 


83 


PRACTICAL  LESSON. 

"Greater  Works  Than  These  Shall  Ye  Do." 
John  xiv:  12. 

Because  Jesus  went  to  His  Father,  the 
source  of  all  power,  and  gave  power  to 
men,  they  were  able  and  still  an^  able  to 
accomplish  these  greater  spiritual  effects. 
It  is  possible  to  help  men  physically  by 
arousing  confident  expectation  of  a  cure 
and  faith  in  the  efficacy  of  the  means  em- 
ployed. And  wherever  men  prompted  by 
the  love  of  God  are  working  in  the  energy 
of  God  to  banish  distress  and  disease,  suf- 
fering and  sorrow,  they  are  walking  in  the 
footsteps  of  the  Good  Physician  Whose 
power  is  evermore  the  same. 

"  That  healing  gift  He  lends  to  them 
Who  use  it  in  His  name; 
The  power  that  filled  His  garment's  hem 
Is  evermore  the  same. 

"  For  lo?  in  human  hearts  unseen, 
The  Healer  dwelleth  still, 
And  they  who  make  His  temples  clean, 
The  best  subserve  His  will." 

—  Whit  tier. 
BIBLIOGRAPHY. 

Conybeare  and  Howson,  Vol.  I.,  pp.  230-232,  352- 
354;  Vol.  II.,  pp.  257,  425. 

Iverach,  pp.  54,  132,  145. 

Farrar,  Vol.  I.,  pp.  380-383,  490-492;  Vol.  II.,  pp. 
23,  24,  276-279. 

Paley's  Horae  Paulinas,  p.  52. 

The  Student's  Life  of  Paul,  Gilbert,  p.  149. 


84 


STUDY  XVI. 

PAUL  THE  SEER. 
(For  Daily  Readings  see  page  122.) 

References.  Study  carefully,  with  Revised  Ver- 
9ion  (and  Greek),  Acts  xvi:  9,  10,  xviii:  9,  10,  xxiii: 
11,  xxvii:  23,  24,  II.  Cor.  xii:  1-7,  Gal.  ii:  2. 

In  a  Study  of  the  visions  vouchsafed  to 
Paul  it  is  necessary  to  consider  his  state  of 
mind  produced  by  the  surroundings  in  each 
case.  The  laws  which  govern  the  mind 
applied  to  these  facts  will  explain  some 
features  in  the  visions.  To  explain  them 
fully  it  would  be  necessary  to  have  all  the 
facts  and  Paul's  mind  before  us.  If  the 
purpose  of  the  visions  be  taken  into  ac- 
count it  will  be  seen  that  they  are  vitally 
connected  with  the  work  entrusted  to  Paul, 
yielding  guidance,  cheer  and  promise  of 
safety  and  success.  In  the  path  of  obedi- 
ence he  was  led  of  God. 

The  Vision  at  Troas.      Acts  xvi:   6- 
10. 

In  what  state  of  mind  would  the  hinder- 
ings  of  vs.  6,  7  leave  Paul? 

How  would  Paul  recognize  the  man  as 
from  Macedonia? 

Who  are  the  "we"  and  "us"  of  v.  lo.  ? 

What  was  the  purpose  of  the  vision  as  re- 
lated to  Paul? 

S5 


The  Vision  at  Corinth.     Acts  xviii 


6-10. 

What  subjective  condition  might  the 
events  of  vs.  6  and  8  produce  in  Paul? 

How  would  the  threefold  encouragement 
fit  Paul's  case?     v.  lo. 


The    Vision     at    Jerusalem.      Acts 
xxiii:  11. 

The  preceding  events  and  the  surround- 
ings may  suggest  Paul's  subjective  condi- 
tion.    V.   10. 

How  did  the  purpose  of  the  vision  bear 
upon  Paul's  desire?  Acts  xix:2i;  Rom. 
i:  10,  II. 

Alford  sums  up  the  purpose,  as  comfort 
in  (i)  uncertainty  of  life  from  Jews;  (2) 
uncertainty  of  liberation  from  prison;  (3) 
uncertainty  of  surviving  storm  at  sea;  (4) 
uncertainty  of  fate  upon  arrival  at  Rome. 
And  he  adds,  "So  may  one  crumb  of  di- 
vine grace  and  help  be  multiplied  to  feed 
five  thousand  wants  and  anxieties." 

The   Vision    in    Shipwreck.       Acts 
xxvii;  21-26. 

What  was  Paul's  subjective  condition? 
vs.  10,  20. 

How  did  the  purpose  of  the  vision  co- 
incide with  that  two  years  before  at  Jeru- 
salem?    Acts   xxiii:  II. 

86 


Visions   and    Revelations.     II.    Cor. 
xii:  1-7;  Gal.  ii:  2. 

Were  these  visions  of  the  Lord,  or  vis- 
ions given  by  Him? 

Note  Paul's  subjective  condition.  vs. 
2,  3.  Ecstatic  condition — supernatural 
forces  entering  the  soul.  Where  the  soul 
tries  to  observe  the  condition,  as  in  dream 
life,  the  condition  changes. 

Note  the  differences  between  these  ec- 
static visions  and  the  vision  at  his  con- 
version. 

Compare  with  Paul  the  seer,  Socrates, 
Luther,  Joan  of  Arc,  Joseph,  and  Isaiah, 
as  seers. 

Holsten  places  the  vision  at  his  conver- 
sion in  the  same  category  with  these  in- 
ward visions.  Sabatier  shows  that  there 
was  a  vast  difference  between  these  inward 
visions  and  the  outward  manifestation  at 
his  conversion.  We  may  summarize  as 
follows : — 

VISIONS. 

Paul  transported,  in  ecstasy. 
Effects  of  the  Spirit  (charismata). 
Belong     to     private     life — hesitancy     in 
speaking  of  them. 

CONVERSION. 

Jesus  descended. 

Personal  intervention  of  the  risen  Christ. 
Speaks  of  it  confidently,  plainly,  and  ex- 
plains cause. 

"Finally,  if  Christ's  appearance  to  Paul 
had  been  an  inward  vision,   it  must  have 

87 


been,  not  the  cause,  but  the  product  of  his 
faith.  How  could  the  mind  of  Saul  the 
Pharisee  have  created  such  a  vision  if  he 
were  a  Christian  already?  and  if,  on  the 
other  hand,  he  were  a  Christian  already, 
how  could  he  have  attributed  his  conversion 
to  this  cause?"  Sabatier,  The  Apostle 
Paul,  p.  67. 


PRACTICAL  LESSON. 

Divine  Revelations   Come   Through   Other 

Organs  Than  the  Eye  and  the  Ear. 

Isaiah  vi:  1-4;  Matt,  v:  8. 

The  Vision  Splendid  comes  not  to  the 
organs  of  sense,  but  to  the  soul  of  man  in 
communion  with  the  unseen,  and  there  is 
one  "Whom  unseen,  we  love." 

"  Jesus,  these  eyes  have  never  seen 
That  radiant  form  of  Thine! 
The  vail  of  sense  hangs  dark  between 
Thy  blessed  face  and  mine! 

"  I  see  Thee  not,  I  hear  Thee  not. 
Yet  art  Thou  oft  with  me; 
And  earth  hath  ne'er  so  dear  a  spot, 
As  where  I  meet  with  Thee." 

—Ray  Palmer. 

BIBLIOGRAPHY. 

Conybeare  and  Howson,  Vol.  I.,  pp.  332-334;  Vol. 
IL,  pp.  326,  411,  412. 
Stalker,  paragraphs  94-96. 
Iverach,  pp.  25,  86,  167,  184. 

Farrar,  Vol.  I.,  pp.  193-195,  477,  478;  Vol.  II.,  p.  329. 
St.  Paul's  Vision,  by  Bersier. 
Stevens'  Pauline  Theology,  p.  20,  foot-note. 
The  Expositor,  October,  1889. 

88 


STUDY  XVIL 

PAUL   THE   APOLOGIST. 

(For  Daily  Readings  see  page  122.) 

References.  Study  carefully,  with  Revised  Ver- 
sion (and  Greek),  Acts  xv:  1-35,  Gal.  i.,  ii. 

Paul  was  a  true  Defender  of  the  Faith. 
Think  how  Christianity  might  have  come 
to  us  laden  with  ceremonies  and  rites  if 
he  had  not  fought  and  won.  So  the  far- 
off  conference  at  Jerusalem  and  the  hot 
discussion  with  the  Galatians  have  their 
practical  aspect  for  to-day.  In  both  cases 
there  were  principles  at  stake,  and  Paul 
was  ever  ready  to  fight  and  die  for  his 
principles.  May  God  grant  us  some  of  the 
true  Pauline  stamina  1 

Regarding  Mosaic  Rites.     Acts  xv: 
1-35. 

1.  The  question  at  issue. 
State  the  question  precisely. 

What  circumstances  raised  the  ques- 
tion? 

Why  could  a  stronger  case  be  made 
for  circumcision  than  for  any  other  rite? 
Gen.  xvii:  10;  Luke  ii:2i. 

2.  The   conference. 

(i)     Peter's  speech,     vs.  7-1 1. 

It  looks  as  if  Paul's  power  of 
persuasion    at    the    private    meeting     (see 


Gal.  ii :  2)  had  won  Peter,  James,  and 
John  to  Paul's  side  (see  Gal.  ii:9),  so 
that  in  the  public  conference  Peter  makes 
this  effective   Pauline  speech. 

(2)  Account  of  Barnabas  and  Paul. 
V.   12. 

What  events  would  they  re- 
hearse ? 

Review  from  memory  the  first 
missionary  journey. 

(3)  James'  speech,    vs.  13-21. 
Who    was    this    James?      Acts 

xii :  2 ;  Gal.  i :  19. 

How  does  he  confirm  Peter's 
views  ? 

What   does   he   add? 

3.    The   decree  and  results  of  the  con- 
ference (as  they  related  to  Paul),  vs.  22-29. 
(i)     Paul    was    honored    and    eulo- 
gized,   vs.  25,  26. 

(2)  Paul    was    endorsed    as    apostle 
to  the  Gentiles.     Gal.  ii :  7-9. 

(3)  Did  Paul  win  his  case? 

What  Christian  principle  was 
more  firmly  established  ?     Gal,  v :  6. 

Regarding  his  Apostleship.     Gal.  i. , 
ii. 

The  Epistle  to  the  Galatians  gives  evi- 
dence of  strong  feeling.  The  controversy 
was  between  the  Jewish  party  and  Paul, 
the  head  of  the  Gentile  party.  The  ques- 
tion at  issue  was  justification  by  works  or 

90 


by  faith.  The  course  of  Paul's  opponents 
was,  first,  to  attack  Paul's  claim  to  apos- 
tleship,  and  second,  his  doctrine.  Our  in- 
terest  is   chiefly   in   the   apologetic   section. 

1.  Salutation.     Gal.  i:i-5. 
Containing     three     parts,     as     in     all 

Paul's  epistles,  the  writer,  the  persons  ad- 
dressed and  the  greeting.  Descriptive 
words  are  usually  added  to  each.  Why 
are  none  added  here  to  the  persons  ad- 
dressed? 

2.  Introduction,     vs.   6-10. 

The  true  gospel. 

Why  are  there  no  thanksgivings  in 
the   introductory  passages    (cf.   Rom.   i:7; 

I.  Cor.  i:4)? 

Note  also  that  there  are  no  personal 
messages  to  individuals  in  the  concluding 
passages. 

3.  Apologetic.     i:ii  to  ii:2i. 

Why  is  this  section  peculiar  to  this 
epistle? 

Trace  the  steps  by  which  Paul  proves 
the   Divine   origin    of   his    gospel,      (i)    i: 

II,  12.  (2)  vs.  13,  14.  (3)  vs.  15-17.  (4) 
vs.  18-24. 

What  two  things  does  he  claim  are 
inconsistent  with  the  human  origin  of  his 
gospel?    ii:  i-io. 

On  the  basis  of  his  apostolic  au- 
thority he  rebukes  and  corrects  Peter,  ii: 
11-21. 

What  qualities  does  Paul  display  in 
argument  ? 

91 


PRACTICAL  LESSON. 

The    Combative    Element    in    Christianity. 

Christ  said,  "I  came  not  to  send  peace, 
but  a  sword"  (Matt.  x:34).  Jude  ex- 
horted his  readers  to  "contend  earnestly 
for  the  faith  once  for  all  delivered  to  the 
saints."  Paul  called  upon  Timothy  to 
"fight  the  good  fight  of  the  faith"  (L  Tim. 
vi:i2).  Every  copy  of  the  Bible  repre- 
sents the  heroic  struggle  of  martyrs.  The 
doctrines  of  the  Church  came  to  us  as  the 
result  of  strife  and  sometimes  of  blood 
(e.  g.,  Luther  and  justification  by  faith). 
So  with  reforms  (e.  g.,  the  Sabbath  and 
abolition  of  slavery).  And  individual 
Christian  experience  represents  a  constant 
combat  with  difficulties  and  a  running  fire 
with  sin. 

"  The  Son  of  God  goes  forth  to  war, 
A  kingly  crown  to  gain; 
His  blood-red  banner  streams  afar: 

Who  follows  in  His  train? 
Who  best  can  drink  his  cup  of  woe, 

And  triumph  over  pain. 
Who  patient  bears  his  cross  below — 
He  follows  in  His  train." 

—Reginald  Heber. 

BIBLIOGRAPHY. 

Conybeare  and  Howson,  Vol.  I.,  chapter  vii.; 
Vol.  II.,  pp.  162-184. 

Stalker,  chapter  ix. 

Iverach,  chapter  v.,  pp.  80-85. 

Farrar,  Vol.  I.,  chapter  xxii. 

St.  Paul's  Conception  of  Christianity,  by  Bruce, 
p.  48,  seq. 


92 


STUDY  XVIII. 

PAUL  THE  AUTHOR. 
(For  Daily  Readings  see  page  122.) 

References.  Read  each  epistle  through  carefully 
at  a  sitting. 

The  primary  sources  of  information 
about  Paul  are  the  epistles  which  he  wrote 
or  dictated.  We  may  be  devoutly  thankful 
that,  although  letter-writing  was  much 
rarer  in  Paul's  time  than  in  our  own,  so 
many  of  these  valuable  epistles  have  come 
down  to  us.  Their  order  and  leading 
thoughts,  and  the  structure  of  at  least  one 
epistle  (see  Galatians  in  rear  of  this  book) 
should  be  mastered  by  every  Bible  student. 

The  Number  of  Paul's  Epistles. 

How  many  epistles  by  Paul  are  preserved 
in  the   New   Testament? 

What  reasons  may  be  assigned  for  ex- 
cluding Hebrews? 

Did  Paul  write  more  than  is  recorded 
in  the  New  Testament?  I.  Cor.  viq;  Col. 
iv:  16. 

The  Order  of  Paul's  Epistles. 

The  order  in  which  the  epistles  occur 
in  the  New  Testament  should  be  mem- 
orized  for   facility  of   reference,   but  they 

93 


should  be  read  and  studied  in  their  chro- 
nological order. 

The  following  arrangement  is-  that  of 
Prof.  Findlay,  The  Epistles  of  Paul  the 
Apostle.  (See  also  his  article  on  "Paul 
the  Apostle"  in  Hastings'  Bible  Diction- 
ary.) 

1.  Earlier  epistles  (before  the  first 
Roman  imprisonment). 

I.,   II.    Thessalonians. 
I.,  II.  Corinthians. 
Galatians. 
Romans. 

2.  Epistles  of  the  captivity  (during  first 
Roman  imprisonment). 

Colossians. 
Philemon. 
Ephesians. 
Philippians. 

3.  Pastoral  epistles  (after  first  Roman 
imprisonment). 

I.  Timothy. 
Titus. 

II.  Timothy. 

Variety  of  Occasion  and  Aim. 

Which  epistles  were  written  to  individ- 
uals? 

Which  epistles  were  written  to  a  particu- 
lar church? 

Which  epistles  were  written  to  a  circle 
of  churches? 

Show  how  each  epistle  was  occasioned 
by  living  questions,  or  was  written  to  meet 
a  special  emergency. 

94 


PRACTICAL  LESSON. 

The  Need  of  the  Times — Christian  Leaders 
of  Men. 

The  letters  reveal  Paul  as  a  man  of  his 
time.  Like  Savonarola,  Luther,  Cromwell, 
Beecher,  his  heart  was  on  fire  with  the 
questions  of  his  time. 

"  God  give  us  men!     A  time  like  this  demands 
Strong    minds,    great    hearts,    true    faith,    and 

ready  hands; 
Men  whom  the  lust  of  office  does  not  kill; 

Men  whom  the  spoils  of  office  cannot  buy; 
Men  who  possess  an  opinion  and  a  will; 

Men  who  have  honor,  men  who  will  not  lie; 
Men  who  can  stand  before  a  demagogue. 
And  damn  his  treacherous  flatteries  without 
winking; 
Tall  men,  sun-crowned,  who  live  above  the  fog 
In  public  duty  and  in  private  thinking." 

—I/ol/and. 

BIBLIOGRAPHY. 

References  in  Conybeare  and  Howson  are  abun- 
dant. 

Stalker,  paragraphs  115-119. 

Locke's  preface  to  Epistles  of  Paul. 

Findlay,  The  Epistles  of  Paul  the  Apostle. 

Appendix  to  Farrar,  Vol.  I.,  on  "Style,  Rhetoric, 
and  Quotations." 

View  of  the  Literary  Activity  of  St.  Paul  in 
Godet's  Introduction  to  the  New  Testament,  pp. 
114,  115. 

Paul's  Style  and  Modes  of  Thought  in  Stevens^ 
Pauline  Theology,  chapter  i. 

The  Expositor,  October,  1899,  p.  233. 

St.  Paul's  Vocabulary  and  St.  Paul  as  a  Former 
of  Words,  Hartford  Seminary  Press. 


95 


STUDY  XIX. 

PAUL    THE    AUTHOR.— Continued. 
(For  Daily  Readings  see  page  122.) 

"  History  is  half  dream— ay,  even 
The  man's  life  in  the  letters  of  the  man." 

"They  show  us  his  character  with  all  its 
varied  elements,  his  religious  intensity,  his 
originality,  freshness  and  depth  of  thought, 
and  his  intellectual  boldness  and  strength, 
while  they  reveal  to  us  also  his  rich  moral 
nature  and  his  human  heart  enlarged  by 
the  grace  of  Christ."  Speer,  The  Man 
Paul. 

The  Form  of  Paul's  Epistles. 

It  is  important  to  note  that  in  form  they 
are  not: — 

1.  Collections  of  texts, 

2.  Philosophical    treatises,    or 

3.  Theological    essays. 

They  are  letters  (H.  Cor.  x:  10)  regu- 
larly developed  with  beginning,  middle  and 
end. 

The  order  of  each  letter  is  generally: 
(i)  Salutation;  (2)  introduction;  (3) 
practical;   (4)  conclusion;   (5)  benediction. 

96 


The   Style  of  Paul's  Epistles. 

Note  and  illustrate  some  of  the  pecu- 
liarities of  Paul's  style,  appearing  in  the 
English,  such  as  the  following: — 

1.  Parentheses. 

Indicating  crowd  of  thoughts.  It 
might  be  said  of  Paul  as  was  said  of 
Phillips  Brooks,  "His  words  tumble  over 
one  another." 

2.  Metaphors. 

Collect  the  architectural,  nautical, 
athletic,  mercantile,  and  military  meta- 
phors in  the  epistles  and  account  for  the 
source  of  such  metaphors. 

3.  Quotations. 

How  many  quotations  from  the  Old 
Testament? 

From  what  parts  of  the  Old  Testa- 
ment are  the  quotations  made? 

Locate  the  three  classic  quotations 
and  comment  on  their  value  as  evidence 
of  Paul's  knowledge  of  the  classics. 

The  Value  of  Paul's  Epistles. 

I.     As  evidences  of  Christianity. 

What  events  narrated  in  the  gospels 
do  they  confirm? 

What  events  narrated  in  the  Acts  of 
the   Apostles   do  they  confirm?     Compare 

97 


Study  IV.  with  Study  V.,  and  see  Paley's 
Horae  Paulinse. 

2.  As   interpretations   of   Christianity. 

"The  epistles  are  to  the  gospels  as 
the  decisions  of  the  supreme  court  are  to 
the  constitution." 

3.  As  literature. 

Valuable  history  of  the  early  Church 
and  natural  complement  of  Acts.  Consider 
wealth  of  illustration  and  other  literary 
features. 

Pliny  was  the  model  pagan  letter- 
writer,  but  it  is  universally  conceded  that 
Pliny  never  produced  such  an  exquisite 
gem  as  the  Epistle  to  Philemon. 

As  Illustrations  of  Paul's  Character. 

Letters  always  reveal  character  because 
spontaneous  and  personal.  Compare  let- 
ters of  Cromwell,  Phillips  Brooks,  et  al. 

"Both  [David  Brainerd  and  Henry  Mar- 
tyn]  have  left  to  the  world  a  literary 
treasure  in  their  letters  and  diaries.  Those 
of  Martyn  are  rightly  adjudged  a  classic, 
with  scarcely  a  superior  in  English  letters, 
and  those  of  David  Brainerd,  which  first 
inspired  Martyn  with  missionary  enthu- 
siasm, are  of  equal  excellence.  They  sev- 
erally reveal  the  heart  of  the  writer  as 
nothing  else  could  do."  "Life  of  David 
Brainerd,"  by  Jesse  Page,  preface,  p.  vi. 


98 


PRACTICAL  LESSON. 

Wanted — Living  Epistles.     (II.  Cor. 
Hi:  2,  3.) 

"  The  dear  Lord's  best  interpreters 
Are  humble  human  souls; 
The  gospel  ot  a  life 
Is  more  than  books  or  scrolls." 

—  Whiitter. 

In  every  country  and  in  every  clime  the 
living  epistle  is  translated  and  understood 
where  frequently  the  written  word  is  ob- 
scure, neglected,  rejected,  or  misunder- 
stood. Always  and  everywhere  the  living 
epistle  of  a  consistent  Christian  life  speaks 
eloquently  for  Christ.  "What  you  are," 
said  one  of  our  great  thinkers,  "thunders 
so  loudly  in  my  ears,  that  I  cannot  hear 
what  you  say."  Let  us  see  to  it  that  those 
who  turn  the  pages  of  our  lives  shall  not 
read  there  too  much  cheap  literature. 

"  So  let  our  lips  and  lives  express 
The  holy  gospel  we  profess; 
So  let  our  works  and  virtues  shine, 
To  prove  the  doctrine  all  divine." 

—Isaac  Watts. 

BIBLIOGRAPHY. 

For  references,  see  Study  XVIII. 


99 


STUDY  XX. 

PAUL  THE  PRISONER. 

(For  Daily  Readings  see  page  122.) 

References.  Study  carefully,  with  Revised  Ver- 
sion (and  Greek),  the  texts  referred  to. 

The  two  outstanding  features  in  a  study 
of  Paul  the  prisoner  are  the  Christian 
qualities  he  displayed  under  such  exas- 
perating conditions,  and  the  immense 
amount  of  work  he  accomplished.  Though 
his  body  was  bound  his  mind  was  free,  and 
he  rejoiced  as  he  wrote  to  his  friend  Tim- 
othy that  "the  Word  of  God  is  not  bound." 
Paul  could  sing  with  Madame  Guyon, — 

"  My  prison  walls  cannot  control 
The  flight,  the  freedom,  of  the  soul." 


At  Philippi.     Acts  xvi:  19-40. 

Recall  the  incident  which  occasioned  this 
Arrest.  Note  the  severe  treatment — "rent 
garments,"  "many  stripes,"  "inner  prison," 
"stocks" — and  Paul's  remembrance  of  it. 
I.  Thess.  ii :  2. 

Paul's  noble  bearing  is  very  noticeable. 
What"  traits  of  his  character  are  shown  in 
vs.  25,  28,  31,  37,  40? 

100 


At  Jerusalem.     Acts  xxi :  27  to  xxiii : 
30. 

What  threefold  charge  was  brought 
against  Paul  ?    Acts  xxi :  28. 

What  foundations  for  the  charge? 

Compare  the  charge  against  Stephen. 
Acts  vi :  13,  14. 

What  was  the  character  and  duration  of 
Paul's  imprisonment  ?  Acts  xxii :  30,  xxiii : 
II,  12,  23,  31,  32. 

What  were  some  of  the  results?  Acts 
xxii:  1-21,  xxiii:  1-6,  xxiii:  11. 

At  Caesarea.     Acts  xxiii:  31  to  xxvi: 

The  charge  of  sedition,  heresy  and  sacri- 
lege repeated.    Acts  xxiv :  5,  6. 

The  charge  stated  by  Festus.  Acts  xxv: 
18,  19. 

What  was  the  character  and  duration  of 
this  imprisonment  ?     Acts  xxiv :  23,  27. 

Before  whom  were  the  four  recorded 
speeches  of  this  imprisonment  made? 

It  was  also  a  time  for  rest — a  furlough 
for  the  weary  missionary. 

"The  Patmos  of  his  active  life,  where  in 
silence  and  solitude  he  was  permitted  to 
hold  communion  with  his  God." 

At   Rome.     Acts  xxviii:  16-31. 

First  imprisonment. 

What  was  the  cause  of  this  imprison- 
ment?    Acts   xxv:  II. 

lOI 


What  was  the  character  and  duration  of 
it?     Acts  xxviii:  i6,  30. 
Note  the  occupations: — 

1.  "Receiving."    Acts  xxviii :  30. 
Mention  some  of  his  callers.    Col.  iv: 

11-14. 

2.  Preaching  and  teaching.    Acts  xxviii : 

31- 

What  was  his  theme? 

What  results  of  his  evangelizing? 

3.  Writing. 

What  epistles  were  written  here? 
Cf.  Phil,  i:  13-17;  Col.  iviio,  18;  Philem. 
23;  Eph.  iii:  i,  iv:  i. 

We  recall  that  Rutherford  dictated 
his  letters  in  prison-bonds  at  Aberdeen; 
James  Montgomery  wrote  his  Prison 
Amusements  in  jail;  Francis  Baker,  in 
London  Tower,  wrote  Jerusalem,  My 
Happy  Home,  and  John  Bunyan,  in  Bed- 
ford  jail,    wrote   The    Pilgrim's    Progress. 

At  Rome. 


Second  imprisonment. 

What  reasons  for  affirming  a  second  im- 
prisonment at  Rome?     H.  Tim.  iv:i6,  17. 

How  was  Paul  occupied  during  the  first 
and  second  imprisonments?  I.  Tim.  i :  3, 
iii:  14,    iv:i3;    H.    Tim.    iv:i3,   20;    Titus 

i:S. 

In  what  respects  was  this  imprisonment 
different  from  the  first?  H.  Tim.  i:  16,  17, 
iv :  13. 

What  epistles  were  written  at  this  time? 


PRACTICAL  LESSON. 

The   Duty    of   Triumphing    Over   Adverse 
Circumstances. 

Ovid's  poetry  written  during  banishment, 
and  Cicero's  letters  written  in  exile,  are 
tinged  with  melancholy.  Not  so  Paul's 
writings.  We  may  learn  from  him  how 
even  in  persecution  a  man  may  preserve  a 
serene  faith  in  God  and  do  a  noble  work  for 
his  fellows.  For  a  Paul  as  for  a  Col.  Love- 
lace,— 

"  Stone  walls  do  not  a  prison  make, 
Nor  iron  bars  a  cage." 

BIBLIOGRAPHY. 

Conybeare  and  Howson,  Vol.  II.,  pp.  311-335,  347- 
368,  462-468,  533-550,  572-583. 

Stalker,  paragraphs  169,  170,  176-186. 

Iverach,  pp.  158,  202. 

Farrar,  Vol.  II.,  pp.  308-409,  &47-560. 

Epistles  of  the  Imprisonment,  Biblical  World, 
January,  1896. 


103 


STUDY  XXI. 

PAUL  THE  HERO. 

(For  Daily  Readings  see  page  123.) 

References.  Study  carefully,  with  Revised  Ver- 
sion (and  Greek),  the  texts  referred  to. 

Here,  as  in  the  previous  study,  our  at- 
tention is  fastened  on  Paul's  attitude  in  try- 
ing circumstances.  Before  a  mob,  in  ship- 
wreck, and  in  the  presence  of  death,  he 
exhibits  the  elements  of  a  heroic  life. 
Finally  he  came  like  Livingstone  to — 

"  The  last  mile  of  many  thousands  trod 
With  failing  strength,  but  never  failing  will." 

Like  another  hero  of  old  "he  endured  as 
seeing  Him  Who  is  invisible." 

Before  the  Mob.     Acts  xxi :  30-40. 

It  might  be  said  of  Paul  as  of  John  Knox, 
"He  never  feared  the  face  of  man." 

1.  Presence  of  mind. 

Speaks  to  officer  in  Greek,     v.  2)7- 

2.  Wisdom. 

Addresses  the  mob  in  Hebrew,    v.  40. 
Why  in  Hebrew? 

3.  Courtesy.    Acts  xxii :  i. 
"Men,  brethren,  fathers." 

Some    men    in    such    circumstances 
would  forget  their  manners. 

104 


In  Shipwreck.      Acts   xxvii:    21-26, 
31-36. 

1.  Hopeful,    vs.  22,  25. 
Hence  his  influence,    v.  ^6. 

2.  Prayerful,     v.  24. 

Revised  Version,  "God  hath  granted," 
in  answer  to  prayer. 

3.  Full  of  faith,    v.  25. 
The  root  of  courage. 

"The   hero  is   the   man   who   is   im- 
movably centered."     Emerson. 

In  the  Presence  of  Death.     II.  Tim. 
iv:  G-8. 

1.  Satisfaction,      v.    7.     Compare    John 
xix :  28,  30. 

The  past. 

2.  Hope.    V.  8. 
The  future. 

3.  Triumph,     v.  6. 
The  present. 

Paul  faces  death  with  the  spirit  which 
Browning  portrays  in  "Prospice": — 

"  I  was  ever  a  fighter,  so — one  fight  more, 
The  best  and  the  last! 
I  would  hate  that  death  bandaged  my  eyes,  and 
forebore, 

And  bade  me  creep  past. 
No!  let  me  taste  the  whole  of  it,  fare  like  my  peers, 

The  heroes  of  old; 
Bear  the  brunt,  in  a  minute  pay  glad  life's  arrears 
Of  pain,  darkness,  and  cold." 


105 


PRACTICAL  LESSON. 

The    Heroism    of    Constant   Self-Sacrifice. 

Some  become  heroes  by  risking  all  in  a 
supreme  moment,  and  it  is  noble;  others 
by  the  self-sacrifice  and  patient  endurance 
of  a  life-time,  and  it  is  nobler.  Paul  laid 
down  his  life,  as  did  his  Master  before  him, 
by  constant  unselfish  service,  involving 
peril,  toil,  and  pain.  Death  was  simply  the 
crowning  act  of  the  process.  This  heroism 
of  a  life-time  was  exemplified  in  Gordon, 
whose  epitaph  in  St.  Paul's  Cathedral  is, — 

"  To  Major-General  Charles  George  Gordon, 
Who,  always  and  everywhere, 
Gave  his  strength  to  the  weak, 
His  substance  to  the  poor. 
His  sympathy  to  the  suffering, 
And  his  heart  to  God." 

BIBLIOGRAPHY. 

Conybeare  and  Howson,  Vol.  II.,  pp.  301-323,  401- 
421,  596-599. 

Stalker,  paragraphs  123,  174, 186. 

Iverach,  pp.  160-162,  184-186,  201,  202. 

Farrar,  Vol.  II.,  pp.  311-317,  374-382,  576-581. 

Some  good  thoughts  applicable  to  this  topic  will 
be  found  in  Carlyle's  Heroes  and  Hero  Worship. 

The  Voyage  and  Shipwreck  of  St.  Paul,  by 
Smith  of  Jordanhill,  is  well  spoken  of. 

Hughes,  The  Manliness  of  Christ,  p.  37. 


io6 


STUDY  XXII. 

PAULINE  PRINCIPLES. 

(For  Daily  Readings  see  page  123.) 

The  best  results  may  be  secured  from  this 
study  by  assigning  the  topics  in  advance 
to  members  of  the  class,  allowing  each 
three  or  four  minutes  for  the  development 
of  the  thought.  The  leader  should  en- 
deavor to  impress  the  truth  that  a  princi- 
ple is  a  principle  always  and  everywhere 
and  in  all  things  without  exception.  The 
true  Christian  like  Paul  learns  his  princi- 
ples from  Christ. 

Assurance.     II.  Cor.  v:  1,  6,  8. 

Note  the  ring  of  the  words  "know,"  "con- 
fident," "always  confident."  Find  other 
references. 

Adaptability.     I.  Cor.  ix:  19-23. 

"All  things  to  all  men."  Illustrate  this 
principle  by  his  dealings  with  (i)  individ- 
uals; (2)  multitudes;  (3)  different  classes; 
(4)  mooted  questions. 

In  the  application  of  this  principle  em- 
phasis should  be  laid  on  the  motive. 

107 


Concentration.     Phil,  iii:  13,  14. 

Is    concentration    or    "scatteration"    the 
ruUng  principle  in  personal  life  to-day? 

Giving.     II.  Cor.  viii:  12. 

Consider  the  relative  importance  of  quan- 
tity and  spirit  in  giving. 

Stewardship.     I.  Cor.  iv:  1,  2. 

What  is  the  basis  of  this  principle? 
Does  it  imply  ownership? 
The   essential   characteristic   of   steward- 
ship? 

Love.     I.  Cor.  xiii. 


See  Drummond's  "The  Greatest  Thing 
in  the  World." 

Might  Paul  appropriately  be  called  the 
apostle  of  love? 

'  K'ydirri  is  not  found  in  any  of  the  Greek 
philosophers. 

Godliness. 


Trace  the  word  and  study  the  passages  in 
I.  Tim.  i :  4,  ii :  2,  lo,  iii :  i6,  iv :  7,  8,  vi :  3, 
5,  6,  II. 

Compare  its  content  with  that  of  "manli- 
ness." 

io8 


His  Universal    Principle — Christ. 

Illustrate  how  difficulties  and  divisions 
(i)  between  individuals,  (2)  in  home,  (3) 
in  community,  and  (4)  in  church,  were 
brought  to  this  test. 

"  But  if  there  be,  who  follows  Paul, 
As  Paul  his  Lord,  in  life  and  death. 
Where'er  an  aching  heart  may  call, 
Ready  to  speed  and  take  no  breath; 

"  Whose  joy  is  to  the  wandering  sheep 
To  tell  of  the  great  Shepherd's  love; 
To  learn  of  mourners  when  they  weep, 
The  music  that  makes  mirth  above; 

"  Who  makes  the  Saviour  all  his  theme. 
The  gospel  all  his  pride  and  praise, — 
Approach:  for  thou  canst  feel  the  gleam 
That  round  the  martyr's  death-bed  plays." 
— Keble" s  Christian  Year. 

PRACTICAL  LESSON. 

Stand  Fast  by  Your  Principles. 

Some  men  are  governed  by  rules  and  it  is 
slavery;  others  are  guided  by  principles 
and  it  is  liberty.  Rules  are  local  and  ad- 
mit of  exception ;  principles  are  universal 
and  unalterable.  Joseph,  and  Daniel,  and 
Paul  are  shining  examples  of  principled 
men.  Among  the  host  of  moderns  stands 
James  A.  Garfield,  who  made  this  golden 
declaration  to  his  constituents:  "I  will  do 
anything  to  win  your  regard,  but  there  is 
one  man  whose  good  opinion  I  must  have 
above  all,  and  without  whose  approval  I 
can  do  nothing.  That  is  the  man  with 
whom  I  get  up  every  morning  and  go  to 

109 


bed  with  every  night,  whose  thoughts  are 
my  thoughts,  whose  prayers  are  my  pray- 
ers. I  cannot  buy  your  confidence  at  the 
cost  of  his  respect." 

With  every  Christian  the  universal  prin- 
ciple is  Christ  and  the  test-question  ever  is. 
What  would  He  have  me  do? 


no 


STUDY  XXIII. 
PAUL'S   INFLUENCE. 

(For  Daily  Readings  see  page  123.) 

Attention  should  be  called  to  this  study 
early  in  the  course,  so  that  several  pages 
may  be  reserved  in  the  note-book  for  re- 
cording all  observations  on  the  topics  be- 
low. 

A  rich  harvest  may  be  gathered  by  oc- 
casional references  in  sermons,  articles  in 
magazines  and  visits  to  "St.  Paul's" 
churches  and  cathedrals. 

Next  to  our  blessed  Lord,  did  ever  man 
live  who  exerts  such  beneficent,  far-reach- 
ing influence  on  so  many  departments  of 
life  and  thought  as  the  Apostle  to  the  Gen- 
tiles? 

On    History. 
For   example,   Reformation. 

On  Literature. 


For  example,  Presensee  and  other  Church 
Histories. 

On  Theology. 

For    example,    Bibliography    in    Stevens* 
Pauline  Theology. 

Ill 


On  Painting-. 

For  example,  Raphael's  Paul  Preaching 
at  Athens. 

On   Poetry. 

For  example,  Keble,  and  Hymnology  of 
the  Church. 

On  Music. 

For  example,  Mendelssohn's  matchless 
oratorio,  St.  Paul. 

On   Daily  Life. 

For  example,  temperance,  purity,  capital 
and  labor. 

Professor  Gilbert,  speaking  of  the  tra- 
dition that  Paul  suffered  martyrdom  under 
Nero,  affirming  what  the  second  Epistle 
to  Timothy  leads  us  to  expect,  closes  his 
book  on  The  Life  of  Paul  with  these  words, 
"Thus  the  close  of  Paul's  life  is  veiled  from 
our  eyes,  but  no  cloud  dims,  or  ever  can 
dim,  the  splendor  of  the  services  of  that 
life  for  God  and  for  humanity." 


112 


The  following  inscription  to  the  Life  of 
Charles  Kingsley,  written  by  his  wife,  beau- 
tiful and  exhaustive  as  it  is,  does  not  al- 
together cover  the  characteristics  of  the 
Apostle  to  the  Gentiles: — 

"A    RIGHTEOUS    MAN 

Who  loved  God  and  truth  above  all  things; 
A  man  of  untarnished  honor,— 
Loyal  and  chivalrous— gentle  and  strong- 
Modest  and  humble— tender  and  true- 
Pitiful  to  the  weak— yearning  after  the  erring- 
Stern  to  all  forms  of  wrong  and  oppression, 
Yet  most  stem  towards  himself— 
Who,  being  angry,  yet  sinned  not; 
Whose  highest  virtues  were  known  only 
To  his  wife,  his  children,  his  servants,  and  Jthe 

poor; 
Who  lived  in  the  presence  of  God  here, 
And,  passing  through  the  grave  and  gate  of  death, 
Now  liveth  unto  God  for  evermore." 


STUDY  XXIV. 
REVIEW. 


"3 


EXTENSION  OF  THE  COURSE. 

If  further  studies  are  desired,  several 
means  may  be  resorted  to. 

1.  Divide  studies  which  may  seem  too 
lengthy  for  a  single  presentation,  such  as 
X.  and  XIV. 

2.  Develop  other  characteristics  of 
Paul's  life  not  included  in  the  outline.  The 
following  have  been  suggested  by  letter, 
sermon,  or  personal  conversation : — 

Paul  the  Teacher,  Stalker. 

Paul  the  Orator,  Ramsay. 

Paul  the  Reformer,  Parkhurst. 

Paul  the  Organizer,  Mott. 

Paul  the  Citizen,  Speer. 

Paul  the  Traveller,  Ramsay. 

Mr.  Robert  E.  Speer  suggests  that,  in 
connection  with  a  study  on  "Paul  the  Citi- 
zen," we  might  add  Paul's  influence  on  the 
slavery  question,  and  consider  what  atti- 
tude he  would  take  towards  the  sociological 
movements  of  the  day,  which  tend  to  mini- 
mize the  individual  redemption. 

3.  A  book  study.  For  the  convenience 
of  those  who  care  to  work  it  out,  a  careful 
analysis  of  the  Epistle  to  the  Galatians  is 
appended. 


114 


OUTLINJe  OF  GALATIANS. 

(Adapted  from  an  analysis  by  Prof.  M.  W.  Jaco- 
bus of  Hartford  Theological  Seminary,  and  pub- 
lished with  his  consent.) 

Introductory. 

Personal,     i :  1-5. 

Greeting.  In  which  he  emphasizes  his 
apostolic  commission  and  brings  out  promi- 
nently the  fact  of  Christ's  sacrificial  death 
and  God's  supreme  glory. 

Main  Message  of  the   Epistle. 

I.     Personal.    i:6toii:2i. 

Rebuke  of  church  and  condemnation 

of  false  teachers,    i :  6-10. 

In  which  is  placed  before  them : — 
(i)     The    inexcusableness    of    their 

defection,    v.  6a. 

(2)  The  wrongness  of  their  posi- 
tion,   vs.  6b,  7a. 

(3)  The  condemnable  course  of 
their  teachers,     vs.  yb-g. 

Vindication  of  his  apostolic  au- 
thority (i:  II  to  ii:  21),  stating  that  his  gos- 
pel had  not  come  from  men  but  from  God. 
i:  II,  12. 

(i)  Subjectively  proved.  vs.  13- 
i6a.  a.  Recounting  the  change  which  had 
come  upon  him.    vs.  13,  14.    b.  Recounting 

115 


the    divine    character    of    his    conversion, 
vs.  IS,  1 6a. 

(2)  Objectively  proved,  i:  i6b  to 
iv:2i.  a.  His  personal  conduct  had  been 
independent  of  the  other  apostles,  i :  i6b- 
24.  b.  His  apostolate  had  been  acknowl- 
edged as  equal  with  theirs,  ii :  i-io.  c.  On 
the  basis  of  his  apostolic  authority  he  had 
rebuked  Peter  for  his  conduct  at  Antioch. 
ii:  11-21. 

2.    Doctrinal,     iii.  and  iv. 

Return  to  his  rebuke  of  the  church, 
iii:  I  to  iv:  31. 

(i)  Inconsistency  of  their  course, 
iii :  1-5. 

Working  out  on  the  principle 
of  law  what  they  had  received  on  the  prin- 
ciple of  faith. 

(2)  Un-Jewish  character  of  their 
course,    iii :  6-14. 

a.  Opposing  themselves  to  the 
example  of  Abraham,    vs.  6,  7. 

b.  Excluding  themselves  from 
promises  made  to  Abraham,    vs.  8,  9. 

c.  Placing  themselves  under 
curse  of  the  law.    vs.  10-19. 

(3)  Want  of  harmony  in  their 
course  with  the  relation  between  the  law 
and  the  promises,     iii:  15  to  iv:  11. 

a.  Statement  of  that  relation, 
iii :  15  to  iv :  7. 

b.  Consequent  inconsistency  in 
returning  to  bondage  of  law.     iv:8-ii. 

(4)  Personal  inconsistency  in  their 
change  of  attitude  towards  him.     iv :  12-20. 

(5)  Illustration  of  the  gospel  posi- 

116 


tion  from  allegory  of  bondwoman  and  free, 
iv.  21-31. 

3.  Practical,    v:  i  to  vi :  17. 

(i)  General  inferential  exhortation 
to  stand  fast  in  Christian  liberty,    v:  1-6. 

(2)  Personal  and  direct  exhortation, 
v:  7-12. 

a.  Their    inconsistent    conduct, 
vs.  7-9- 

b.  His   hope   in   its  final   good 
result,    vs.  10-12. 

(3)  Practical  exhortations  based  on 
the  statement  that  the  one  true  way  to  live 
out  their  liberty  in  Christ  v^as  to  use  it  in 
loving  service  to  one  another's  need.  iv:i3 
to  vi :  17. 

4.  Conclusion. 
Benediction,     vi :  18. 


117 


CHRONOLOGY  OF  PAUL'S  LIFE. 

Mainly  after  Conybeare  and  Howson. 

Anno  Domini. 

3.  Born  at  Tarsus. 

16.  Student  in  Jerusalem. 

36.  Convert  at  Damascus. 

37.  Retirement  in  Arabia. 

38.  At  Jerusalem.     Meets  Peter  and 

James. 
39-44.    In  Cilicia  and  Syria. 
44-47.    At  Antioch  and  Jerusalem. 
48-49.     First  missionary  journey. 
50.  Attends   "Council   of  Jerusalem." 

51-54.     Second  missionary  journey.    (First 

and       Second       Thessalonians 

written.) 
54-58.    Third  missionary  journey.     (First 

and   Second  Corinthians,   Gala- 

tians,   and   Romans  written.) 

59.  Prisoner  at  Caesarea. 

60.  Voyage  to  Rome. 

61-63.     First     imprisonment     at     Rome. 

(Philemon,    Colossians,    Ephe- 

sians,  and  Philippians  written.) 

63-68.     Fourth  missionary  journey.  (First 

Timothy  and  Titus  written.) 
68.  Second    imprisonment    at    Rome 

(Second  Timothy  written)  and 
death. 
It  would  be  a  good  exercise  to  amplify 
this  chronological  table  by  inserting  other 
events  and  dates  in  Paul's  life,  and  by  com- 
piling a  parallel  table  of  contemporary  his- 
tory. 

118 


Daily  Readings. 

By  use  of  the  following  daily  readings  in 
connection  with  the  studies  each  week,  all 
of  the  thirteen  epistles  by  Paul  and  in  addi- 
tion the  Epistle  to  the  Hebrews  will  be 
read.  A  series  of  readings  might  have  been 
provided  which  would  bear  upon  the  study 
in  hand  for  the  week,  but  such  a  selection 
of  Scripture  would  in  many  cases  be 
strained,  unnatural  and  artificial.  The  ad- 
vantages of  the  arrangement  here  submit- 
ted are  that  the  passages  move  within  the 
sphere  of  Pauline  thought,  furnishing 
added  commentary  upon  the  portions 
studied  and  helping  to  complete  the  picture 
of  the  man  Paul  by  a  perusal  of  all  of  his 
writings  which  have  come  down  to  us. 
Most  Bible  students  are  familiar  only  with 
parts  of  the  epistles,  often  with  no  more 
than  a  verse  taken  out  of  its  connection 
in  a  chapter,  or  a  short  passage  removed 
from  its  setting  in  a  letter.  It  will  be  a 
real  help  to  traverse  all  the  ground  covered 
by  Paul's  writings,  and  it  will  mean  only 
the  reading  of  fifteen  verses  a  day,  on  an 
average,  through  the  twenty-two  weeks 
during  which  the  studies  run.  Readings 
from  Acts  are  suggested  for  the  two  Re- 
view Studies. 


119 


Study  I. 

I,  Rom.  1:1-15.  2,  Rom.  i:  16-32.  3, 
Rom.  ii:i-ii.  4,  Rom.  ii:  12-29.  5,  Rom. 
iii:i-i8.  6,  Rom.  iii:  19-31.  7,  Rom.  iv: 
1-13. 

Study  II. 

I,  Rom.  iv:  14-25.  2,  Rom.  v:i-ii.  3, 
Rom.  V :  12  to  vi :  7.  4,  Rom.  vi :  8-23.  5, 
Rom.  vii :  1-13.  6,  Rom.  vii :  14-25.  7,  Rom. 
viii :  1-13. 

Study  III, 

I,  Rom.  viii :  14-28.  2,  Rom.  viii :  29-39. 
3,  Rom.  ix:i-i6.  4,  Rom.  ix:  17-33.  5. 
Rom.  x:i-i3.  6,  Rom.  x:  14  to  xi:6.  7, 
Rom.  xi :  7-24. 

Study  IV. 

I,  Rom.  xi :  25-36.  2,  Rom.  xii :  1-18.  3, 
Rom.  xii :  19  to  xiii :  7.    4,  Rom.  xiii :  8-14. 

5,  Rom.    xiv:i-i3.      6,    Rom.    xiv:  14    to 
XV :  12.     7,  Rom.  xv :  13-33. 

Study  V. 

I,  Rom.  xvi :  1-16.  2,  Rom.  xvi :  17-27. 
3,  I.  Cor.  i :  1-18.  4,  I.  Cor.  i :  19-31.  5, 
I.  Cor.  ii.  6,  I.  Cor.  iii :  1-15.  7,  I.  Cor. 
iii :  16  to  iv :  5. 

Study  VI. 

I,  I.  Cor.  iv:  6-21.  2,  I.  Cor.  v.  3,  I.  Cor. 
vi.    4,  I.  Cor.  vii :  1-19.    5,  I.  Cor.  vii :  20-40. 

6,  I,  Cor.  viii.    7,  I.  Cor.  ix:  1-14. 

120 


I 


Study  VII. 

I,  I.  Cor.  ix:  15-27.  2,  I.  Cor.  x:  1-13. 
3,  I.  Cor.  x:  14-33.  4»  I.  Cor.  xi:  1-19.  5, 
I.  Cor.  xi:  20-34.  6,  I.  Cor.  xii:i-ii.  7, 
I.  Cor.  xii :  12-31. 

Study  VIII. 

I,  I.  Cor.  xiii.  2,  I.  Cor.  xiv:i-i9.  3, 

I.  Cor.  xiv:  20-40.  4,  I.  Cor.  xv:  i-ii.  5, 

I.  Cor.  XV :  12-31.  6,  I.  Cor.  xv :  32-49.  7, 

I.  Cor.  XV :  50-58. 

Study  IX. 

I,  I.  Cor.  xvi :  1-12.  2,  I.  Cor.  xvi :  13-24. 
3,  II.  Cor.  i:i-ii.     4,  II.  Cor.  i:  12-24.     5, 

II.  Cor.  ii.    6,  II.  Cor.  iii.    7,  II.  Cor.  iv. 

Study  X. 

I,  II.  Cor.  V.  2,  II.  Cor.  vi.  3,  II.  Cor. 
vii.  4,  II.  Cor.  viii:i-i2.  5,  II.  Cor.  viii: 
13-24.    6,  II.  Cor.  ix.    7,  II.  Cor.  x. 

Study  XI. 

I,  II  Cor.  xi:  1-15.  2,  II.  Cor.  xi:  16-33. 
3,  II.  Cor.  xii:  1-13.    4,  II.  Cor.  xii:  14-21. 

5,  II.  Cor.  xiii.    6,  Gal.  i:  i-io.     7,  Gal.  i: 
11-24. 

Study  XII.     (Review.) 

Select  readings  from  Acts. 

Study  XIII. 

I,  Gal.  ii:  i-io.  2,  Gal.  ii:  11-21.  3,  Gal. 
iii:  1-14.    4,  Gal.  iii:  15-29.    5,  Gal.  iv:  i-ii. 

6,  Gal.  iv :  12-31.    7,  Gal.  v :  1-15. 

121 


Study  XIV. 

I,  Gal.  V :  16-26.  2,  Gal.  vi.  3,  Eph.  i : 
1-14.  4,  Epk.  i:  15-23.  5,  Eph.  ii:  1-18. 
6,  Eph.  ii :  19  to  iii :  12.     7,  Eph.  iii :  13-21. 

Study  XV. 

I,  Eph.  iv:i-i6.  2,  Eph.  iv:  17-32.  3, 
Eph.  v:  1-16.  4,  Eph.  v:  17-33.  5>  Eph.  vi: 
1-9.    6,  Eph.  vi:  10-24.     7,  Phil,  i:  1-14. 

Study  XVI. 

I,  Phil,  i :  15-30.  2,  Phil,  ii :  1-13.  3,  Phil, 
ii:  14-30.  4,  Phil,  iii:  1-16.  5,  Phil,  iii:  17 
to  iv :  7.    6,  Phil,  iv :  8-23.    7,  Col.  i :  1-17. 

Study  XVII. 

I,  Col.  i :  18-29.  2,  Col.  ii :  1-15.  3,  Col  ii : 
16  to  iii:  II.  4,  Col.  iii:  12-25.  5,  Col.  iv. 
6,  I.  Thess.  i.    7,  I.  Thess.  ii. 

Study  XVIII. 

I,  I.  Thess.  iii.  2,  I.  Thess.  iv.  3,  I. 
Thess.  V.  4,  II.  Thess.  i.  5,  II.  Thess.  ii. 
6,  II.  Thess.  iii.     7,  I.  Tim.  i. 

Study  XIX. 

I,  I.  Tim.  ii.  2,  I.  Tim.  iii.  3,  I.  Tim.  iv. 
4,  I.  Tim.  v:  1-20.  5,  I.  Tim.  v:2i  to  vi: 
10.    6,  I.  Tim.  vi:ii-2i.    7,  II.  Tim.  i. 

Study  XX. 

I,  II.  Tim.  ii :  1-14.  2,  II.  Tim.  ii :  15-26. 
3,  II.  Tim.  iii.  4,  II.  Tim.  iv.  5,  Titus  i. 
6,  Titus  ii.    7,  Titus  iii. 


Study  XXI. 

I,  Philemon.  2,  Heb.  i.  3,  Heb.  ii.  4, 
Heb.  iii.    5,  Heb.  iv.    6,  Heb.  v.    7,  Heb.  vi. 

Study  XXH. 

I,  Heb.  vii.  2,  Heb.  viii.  3,  Heb.  ix :  1-12. 
4,  Heb.  ix :  13-28.  5,  Heb.  x :  i-io.  6,  Heb. 
x:  11-25.     7,  Heb.  x:  26-39. 

Study  XXni. 

I,  Heb.  xi:i-io.  2,  Heb.  xi:  11-29.  3» 
Heb.  xi  130-40.  4.  Heb.  xii:  i-ii.  5,  Heb. 
xii:  12-29.  6,  Heb.  xiii:  1-8.  7,  Heb.  xiii: 
9-25. 

Study  XXIV.     (Review.) 

Select  readings  from  Acts. 


123 


SUGGESTIONS  TO  LEADERS. 

Meeting  of  Committee. 

Emphasize : — 

1.  Their  responsibility  for  all  details, 
care  of  room,  in  airing,  heating  and  light- 
ing, placing  of  books,  etc. 

2.  Their  responsibility  for  preparation 
of  lessons  in  advance,  in  order  to  cooperate 
by  answering  and  asking  questions  in  the 
class. 

3.  Their  responsibility  to  look  up  ab- 
sentees and  increase  the  membership. 

4.  Their  responsibility  to  understand  the 
object  of  the  course  thoroughly,  so  as  to  be 
able  to  present  its  merits  with  intelligence 
and  conviction. 

First  Meeting  of  Class. 


1.  Organization:  Announce  names  of 
committee,  appoint  secretary,  secure  list  of 
names  and  addresses  by  passing  slips  for 
each  to  sign. 

2.  Explain  the  object  of  the  course  and 
its  connection  with  the  plan  of  permanent 
and  progressive  study,  if  such  is  in  use. 

3.  Explain  the  method  to  be  pursued. 

4.  Explain  how  to  prepare  a  lesson, 
using  points  in  the  next  section,  and  illus- 
trating by  a  concrete  example.  Do  not  as- 
sume that  the  class  know  how  to  study  in 
private.  Probably  four-fifths  of  them  have 
no  well-defined  plan. 

124 


5-  Present  introduction  to  the  course, 
and  arouse  as  much  interest  in  it  as  possi- 
ble. Present  it  as  the  sine  qua  non,  and 
emphasize  the  value  of  personal  private 
preparation. 

Order  for  Private   Study. 

Preparation  should  be  commenced  a  week 
in  advance,  in  somewhat  the  following  or- 
der :— 

1.  Prayer.  That  the  Holy  Spirit,  who 
inspired  holy  men  of  old  as  they  wrote,  may 
inspire  us  in  handling  aright  the  Word  of 
Truth.  "Lord,  open  Thou  mine  eyes/* 
should  be  the  spirit  of  daily  prayer. 

2.  Study  of  the  texts  in  their  connection, 
examining  all  cross-references,  using  the 
Bible,  and  nothing  but  the  Bible.  It  is  a 
grave  mistake  to  introduce  crutches  until 
forced  to  it.  Read  and  re-read  the  text 
until  saturated  with  it. 

3.  Study  of  parallel  passages  and  com- 
parison of  texts;  that  is,  compare  Author- 
ized Version  with  Revised  Version,  Greek, 
German,  French,  and  any  other  texts  which 
may  be  read.  Those  who  have  tried  this 
plan  testify  to  its  effectiveness  for  a  mas- 
tery of  the  text.  If  the  Authorized  Ver- 
sion is  used  as  a  basis,  the  comparison  with 
the  Revised  Version  will  throw  much  light 
on  the  text.  In  the  same  manner  the  read- 
ing of  Greek,  German,  French  and  other 
texts  will  add  flavor  to  the  study,  and  fre- 
quently, by  the  idiom  of  languages,  will 
serve  to  explain  obscure  passages  and  al- 
lusions. 

125 


4.  Use  Commentaries  and  Concordance. 
Young's  Analytical  Concordance  is  prob- 
ably the  best  in  English.  Cruden  is  unsat- 
isfactory because  so  incomplete.  In  the 
matter  of  commentaries  there  are  certain 
standard  works  to  which  all  students  of  the 
Scriptures  should  have  access  if  possible, 
e.  g.:  Edersheim,  for  The  Life  of  Jesus; 
Trench,  for  Parables  and  Miracles; 
Conybeare  and  Howson,  for  The  Life  of 
Paul ;  and  the  Cambridge  Bible  for  Schools 
and  Colleges,  for  the  text. 

5.  Practical  lessons.  Lessons  which 
grow  out  of  the  event  or  circumstances  for 
the  people  of  the  times  under  review. 
Without  any  reference  to  our  own  times, 
what  did  it  all  mean  to  them? 

6.  Application.  First,  apply  the  lessons 
personally.  Then  select  one  or  two  which 
can  be  presented  with  earnestness  and  con- 
viction. Never  lug  in  an  application.  The 
personnel,  surroundings,  and  needs  of  the 
class  should  constantly  be  kept  in  view,  and 
the  application  such  as  will  appeal  to  the 
best  there  is  in  them,  and  inspire  to  nobler 
living. 

Order  of   Exercises. 

Time,  fifty  minutes.  Investigation  and 
experiment  lead  to  the  conclusion  that  or- 
dinarily classes  lasting  for  more  than  an 
hour  grow  tiresome.  Some  of  the  larger  col- 
leges have  discovered  that  better  work  can 
be  secured  in  fifty  minute  than  in  sixty 
minute  periods.  This  order  is  intended  to 
be  suggestive  only,  and  may  be  varied  ac- 

126 


cording  to  circumstances.  Whatever  time- 
limit  is  adopted  should  be  rigidly  adhered 
to,  and  the  leader  should  not  make  the  mis- 
take of  occasionally  transgressing  because 
he  thinks  that  the  study,  or  perchance  he, 
is  more  interesting  than  usual. 

1.  Sing  (three  minutes).  A  hymn  ap- 
propriate to  the  main  thought  of  the  study. 

2.  Roll-call  (three  minutes)  ;  omit  if  de- 
sirable. 

3.  Scripture  reading  in  concert  (three 
minutes).  Introduce  variety,  reading  some- 
times verse  about,  sometimes  in  unison, 
and  where  the  text  is  disconnected,  inter- 
spersing with  the  study.  Above  all,  read 
reverently. 

4.  Prayer  by  member  of  the  class  (two 
minutes).  The  request  should  be  made  in 
advance,  to  insure  preparation. 

5.  Leader  answers  questions  of  previous 
week  from  question-box  (three  minutes). 
Brief,  direct  answers  written  on  the  pa- 
per which  contains  the  question.  Fre- 
quently this  may  be  handed  to  the  asker 
if  his  name  is  known,  and  thus  save  the 
time  of  the  class. 

6.  Questions  in  review  (three  minutes). 
Summing  up  the  gist  of  the  previous  study. 

7.  Study  of  lesson  (thirty  minutes). 
Realize  the  brevity  of  the  time,  and  do  not 
waste  a  minute. 

8.  Prayer  by  leader  (three  minutesj. 
This  should  be  the  crown  of  it  all,  carry- 
ing the  entire  class  into  the  very  presence 
of  God. 

127 


Aids   to    Interest. 

1.  Blackboard.  Write  outline  of  study 
each  time. 

2.  Map.  Encourage  drawing  of  maps 
by  class,  and  use  maps  and  charts  so  made. 

3.  Question-box.  Lack  of  time  pre- 
vents satisfactory  discussion  of  questions 
continually  arising.  Ask  that  such  ques- 
tions be  written  out  and  placed  in  the  box 
for  answer  the  following  week. 

4.  Note-books.  Set  example  by  keeping 
a  clean,  orderly,  and  systematic  note-book, 
and  stf-ongly  advise  it  in  the  class. 

5.  Illustrations.  Be  on  the  constant 
lookout  for  all  side-lights.  They  may  be 
found  in  daily  reading,  clippings  from  re- 
ligious weeklies,  extracts  from  sermons, 
personal  conversations,  etc.  Keep  large  en- 
velope for  clippings. 

Method   of   Teaching. 

May  be  either  the  lecture  system  or  the 
question  and  answer  system.  The  former 
has  many  disadvantages: — 

1.  It  savors  of  the  formal  lecture-room. 

2.  Fails  to  secure  active  interest  of  the 
class. 

3.  Lacks  incentive  to  study. 

4.  Places  no  premium  on  independent 
thought. 

5.  Wearies  flesh  and  spirit,  especially  if 
the  leader  uses  the  "hammer  and  tongs 
method";  i.  e.,  seeks  to  make  impressions 
by  doing  all  the  talking. 

128 


6.  Where  a  student  is  the  leader,  places 
him  in  a  position  of  unnatural  superiority. 

Some  of  the  advantages  of  the  question 
and  answer  system  are :  — 

1.  Its  informality. 

2.  It  stirs  independent  thought. 

3.  Keeps   logical    chain    of   thought. 

4.  Holds  attention  of  larger  numbers. 

5.  Secures  mutual  acquaintance  of  class 
and  leader. 

Much  depends  upon  the  careful  prepara- 
tion by  the  leader  of  a  series  of  connected 
questions,  parallel  with  the  printed  outline, 
in  order  to  develop  for  the  class  the  line 
of  thought  in  his  own  mind,  and  to  draw 
out  the  practical  lessons.  Indiscriminate 
asking  of  questions  should  not  be  allowed, 
and  the  leader  should  keep  the  questioning 
pretty  much  in  his  own  hands,  giving  an 
opportunity  to  the  class  at  the  close  of  each 
section. 

All  questions  should  be  aimed  at : — 

1.  Revealing  knowledge  or  ignorance  of 
the  matter  in  hand. 

2.  Fixing  truth  in  the  mind. 

3.  Fixing  the  meaning  of  the  section 
studied. 

4.  Applying  the  practical  lessons  to  the 
individual   heart. 

The  method  may  be  abused  by: — 

1.  Adopting  the  methcl  so  rigidly  that 
positive  teaching  is  excluded. 

2.  Asking  too  many  simple  questions. 

3.  Asking  too  many  questions  which  are 
left  hanging  in  the  air  unanswered. 

129 


4.  Asking  questions  which  may  be  an- 
swered by  "yes"  or  "no." 

5.  Asking  ambiguous  questions. 
Where  there  are  two  or  more  teachers, 

it  will  pay  well  to  have  a  normal  class  for 
the  discussion  of  such  topics  as  are  here 
treated  in  brief. 


130 


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